Thematische Bibliographien / Concept-specific pedagogical content knowledge

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Auswahl der wissenschaftlichen Literatur zum Thema „Concept-specific pedagogical content knowledge“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Concept-specific pedagogical content knowledge"

Nezvalová, Danuše. "RESEARCHING SCIENCE TEACHER PEDAGOGICAL CONTENT KNOWLEDGE." Problems of Education in the 21st Century 35, no. 1 (2011): 104–18. http://dx.doi.org/10.33225/pec/11.35.104.

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Pedagogical content knowledge (PCK) has been embraced as a way of describing the knowledge possessed by teachers and developing models of science teacher education. We try to analyse the possibility of improving quality of science teacher training on the basis of PCK development. The Taxonomy of PCK Attributes addresses the distinctions within and between the knowledge bases of various disciplines, science subjects and science topics. The concept of PCK conceived by Shulman (1986) embraces the idea that successful teachers have a special understanding of content knowledge and pedagogy which th

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Kasa, Yosef, Solomon Areaya, and Mulugeta Woldemichael. "Professed vis-à-vis Enacted Knowledge: Topic-Specific Pedagogical Content Knowledge of University Mathematics Teachers." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, no. 2 (2023): 217–43. http://dx.doi.org/10.29275/jerm.2023.33.2.217.

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This study aimed to determine and observe the topic-specific pedagogical content knowledge of university mathematics teachers before and during limit and continuity concept instruction, and compare the teachers’ perceptions of their teaching to what happened in their classrooms using the case study method. The study involved five university mathematics teachers who teach ‘Applied Mathematics I’ to pre-engineering students at Assosa University, Ethiopia. Classroom observation sessions and pre-lesson teacher interviews were used as data sources. The data were analyzed by identifying common theme

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Ward, Phillip, and Shiri Ayvazo. "Pedagogical Content Knowledge: Conceptions and Findings in Physical Education." Journal of Teaching in Physical Education 35, no. 3 (2016): 194–207. http://dx.doi.org/10.1123/jtpe.2016-0037.

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Pedagogical content knowledge (PCK) is a frequently used concept in the educational community. Its usage is so widespread it appears to function as a “lingua franca” across different subject areas and among researchers within a subject area. Critiques of PCK have suggested it may function at best as a heuristic and at worst as a masquerade; because there has been little consensus on its conceptualization and in many studies there is no operational definition of PCK provided. Recent studies, however, have moved both the conceptualization and measurement of PCK forward in ways that allow the con

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Rosnawati, R., A. Wijaya, and Tuharto. "The perspective prospective professional teachers toward (specific) pedagogical content knowledge on derivative concept." Journal of Physics: Conference Series 1581 (July 2020): 012050. http://dx.doi.org/10.1088/1742-6596/1581/1/012050.

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Singer-Brodowski, Mandy. "Pedagogical content knowledge of sustainability." International Journal of Sustainability in Higher Education 18, no. 6 (2017): 841–56. http://dx.doi.org/10.1108/ijshe-02-2016-0035.

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Purpose This paper’s purpose is to describe students’ learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators. Design/methodology/approach In a project-based and self-organized seminar, a case study has been conducted with the grounded theory’s methodological approach. Data were collected from student interviews, group discussions and observations of students’ planning and

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Feronika, Tonih. "PEDAGOGICAL CONTENT KNOWLEDGE PROFILE OF PROSPECTIVE CHEMISTRY TEACHER." EDUSAINS 10, no. 2 (2018): 175–84. http://dx.doi.org/10.15408/es.v10i2.6435.

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PROFIL PEDAGOGICAL CONTENT KNOWLEDGE CALON GURU KIMIAAbstractIn 2013 Dilek Karışan and Ayşe Şenay conducted experiments to investigate the Pedagogical Content Knowledge (PCK) of science teachers from Turkey that resulted in good teacher involvement determining the optimal formation of Content Knowledge in curriculum achievement, knowledge improvement and students are ready to learn. Chemical Education Study Program of UIN Syarif Hidayatullah Jakarta, Chemistry teacher who must have pedagogic and professional competence, to get concrete information from student's competence as the basis for dev

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Zainal, Arifin, Nurtanto Muhammad, Warju, Rabiman Rabiman, and Kholifah Nur. "The TAWOCK conceptual model at content knowledge for professional teaching in vocational education." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 697–703. https://doi.org/10.11591/ijere.v9i3.20561.

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Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the

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Satan, Nurcan, Kübra Aksakal, Ayşe Bağdat, and Mesture Kayhan Altay. "Preschool Teachers’ Pedagogical Content Knowledge Regarding the Concept of Numbers." Cukurova University Faculty of Education Journal 53, no. 2 (2024): 652–80. http://dx.doi.org/10.14812/cuefd.1326946.

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The current study examines preschool teachers' pedagogical content knowledge of number concepts (counting principles) and relationships between numbers (part-whole relation and subitizing) from the perspectives of knowledge of student, knowledge of teaching, and knowledge of curriculum. The study makes use of qualitative research method, for which data were gathered through semi-structured interviews with nine preschool teachers with varying years of experience in the field. The data were analysed using a content analysis method, and the results were divided into three categories: student know

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Pavelko, Viktoriya. "Diversity of content aspects of knowledge integration in modern education." Pedagogical Education:Theory and Practice 33 (June 16, 2022): 31–44. https://doi.org/10.32626/2309-9763.2022-33-31-44.

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The article highlights the meaning of knowledg eintegration from the standpoint of philosophy, which is a unifying factor for all fields of knowledge and the educational process. The problem of multifaceted interpretation of the concept of "knowledge integration" by scientists and teachers is revealed. Attention is drawn to the philosophical and methodological foundations of the integration of knowledge, in particular the general regularities of the integration of modern scientific knowledge, the specific characteristics of its synthesis are mentioned. Various aspects of the interpretation of

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Aliyeva, Aytekin. "DISCUSSIONS ABOUT THE ESSENCE AND CONTENT OF THE CONCEPT OF “PEDAGOGICAL COMPETENCE”." Scientific Works 91, no. 1 (2024): 41–44. http://dx.doi.org/10.69682/azrt.2024.91(2).41-44.

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Summarizing what has been said, it is noted that concepts such as “pedagogical delicacy”, “pedagogical skill”, “pedagogical culture”, “pedagogical professionalism”, “pedagogical qualities”, etc., no matter how similar and very close in essence, depending on different complex aspects of the pedagogical process, as well as from the concepts of “pedagogical competency” and “pedagogical competence” have different contents. Their views on pedagogical competence can be summarized as follows: The competence of a teacher is manifested in his high moral qualities, national and universal values, deep kn

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Dissertationen zum Thema "Concept-specific pedagogical content knowledge"

Mazibe, Ernest Nkosingiphile. "The relationship between teachers' pedagogical content knowledge about electrostatics and learners' performance." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80475.

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This study investigated the relationship between teachers' pedagogical content knowledge (PCK) about electrostatics and learners' performance in the topic. Two in-service and two pre-service physical science teachers, together with their learners, agreed to participate in the study. The PCK of the teachers was viewed as two manifestations; the personal PCK, which is static in nature and the enacted PCK, which is dynamic. A content representation (CoRe) tool and lesson plans were used to collect data that reflected the personal PCK of the teachers. The data for the enacted PCK was collected usi

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Mazibe, Ernest Nkosingiphile. "Teaching graphs of motion : translating pedagogical content knowledge into practice." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62885.

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This study investigated the comparison between captured and revealed Pedagogical Content Knowledge (PCK) about graphs of motion. The aim of the study was to explore PCK when captured in a written format and discussions (captured PCK) and compare it to the PCK that the same teachers revealed in practice (revealed PCK) when teaching the topic. Four Grade 10 Physical sciences teachers were purposively and conveniently selected as participants of the study. Their PCK was captured through Content Representations (CoRes) and interviews. The revealed PCK on the other hand was gathered through lesson

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Vokwana, Nonkanyiso Queen. "Development and validation of instruments to assess content knowledge and topic specific pedagogical content knowledge of teachers of organic chemistry." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6634.

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In 1986, Shulman described Pedagogical Content Knowledge (PCK), as the transformation of Content Knowledge into various forms which help students to understand the concepts. In a later study, Shulman (1987) identified the construct of PCK as one of the knowledge bases of teachers. Many researchers have proposed models to characterise this transformation of Content Knowledge (CK), one of the most recent of which describes the construct of Topic Specific PCK (TSPCK) (Mavhunga, 2012). This study attempts to evaluate the extent to which teachers of organic chemistry are able to transform their CK

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Vollebregt, Bronia Roxane. "The effect of training in equipment use on science teachers’ PCK about the wave concept." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78504.

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This study investigated the effect of training in equipment use on science teachers’ Pedagogical Content Knowledge (PCK) about the wave concept. The levels of teachers' reported PCK was explored before and after in-service training through interviews and Content Representations (CoRe). Furthermore, the study extended to investigating how the teachers enacted PCK when teaching the wave concept in their classrooms after the training. This qualitative research followed a case study method with three Grade 10 Physical Sciences teachers who were selected purposefully and pragmatically. Their pedago

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Grieser, Diane R. "string specialists' and non-string specialists' content knowledge and pedagogical knowledge of string-specific techniques in the intermediate strings class." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11004.

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Thesis (D.M.A.)--Boston University<br>This study examines the pedagogical content knowledge of music teachers who teach in or out of their field of expertise. The primary goal of this study was to observe string specialists' and non-string specialists' content knowledge, pedagogical knowledge, and the instructional strategies used to teach vibrato, shifting, and spiccato bowing technique in an intermediate string class. The study provided an in-depth understanding of string specialists' and non-string specialists' (a) content knowledge of vibrato, shifting, and spiccato bowing; (b) content and

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Aydin, Sevgi. "Examination Of Chemistry Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614327/index.pdf.

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The purpose of this study was to examine topic-specific nature of pedagogical content knowledge (PCK). Two experienced chemistry teachers&rsquo<br>PCK was examined in electrochemistry and radioactivity. To capture participants&rsquo<br>PCK, all PCK components were studied. To get deep and rich answers to research questions asked, qualitative methodology was used. Participants were selected through purposeful sampling. Data were gathered through card-sorting activity, Content Representation (CoRe), semi-structured interviews, classroom observations, and field notes. Results revealed that parti

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Herzog, Stefanie [Verfasser], Ilka [Akademischer Betreuer] Parchmann, and Vanessa [Gutachter] Kind. "Analysis of content knowledge and pedagogical content knowledge of pre-service-chemistry teachers regarding the fundamental concept of ‘structure-property-relations’ / Stefanie Herzog ; Gutachter: Vanessa Kind ; Betreuer: Ilka Parchmann." Kiel : Universitätsbibliothek Kiel, 2019. http://d-nb.info/1202979858/34.

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Herzog, Stefanie Verfasser], Ilka [Akademischer Betreuer] [Parchmann, and Vanessa [Gutachter] Kind. "Analysis of content knowledge and pedagogical content knowledge of pre-service-chemistry teachers regarding the fundamental concept of ‘structure-property-relations’ / Stefanie Herzog ; Gutachter: Vanessa Kind ; Betreuer: Ilka Parchmann." Kiel : Universitätsbibliothek Kiel, 2019. http://nbn-resolving.de/urn:nbn:de:gbv:8-mods-2019-00032-5.

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Smith, Raymond Thomas. "TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973.

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Eklund, Manne. "Understanding English 5 : A Study of the Central Content and Knowledge Requirements for the Course of English 5." Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25836.

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This study regards the central content and knowledge requirements for the subject of English 5 in the Swedish upper secondary school system. The study is based on an analytical reading of the documents and is complemented by a questionnaire that was answered by upper secondary school teachers. The aim of the study was to investigate what parts of the documents lack clarity, from a new teacher’s perspective. The study finds a few examples of terms that are likely to confuse new teachers when grading students. Furthermore, questions were raised regarding the course in general, such as how to giv

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Bücher zum Thema "Concept-specific pedagogical content knowledge"

Estévez Cuervo, Hernando Arturo, ed. Teaching to discern. Universidad de La Salle. Ediciones Unisalle, 2019. http://dx.doi.org/10.19052/9789585486782.

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The issue of academic environments involves both research and practice. It gathers theoretical and practical pieces of knowledge for a permanent analysis and evaluation of pedagogy, content, and accomplishments in the educational field. Moreover, educational practices no longer occur within the boundaries of a specific field; in a globalized world, those practices must overcome their traditional boundaries in order to expand to different disciplines and to different ways of understanding pedagogy. In our time, knowledge travels; ideas and experiences are shared in educational platforms worldwi

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Barsch, Sebastian, ed. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.

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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history.

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Ivanova, Svetlana. Organizational and methodological foundations of dissertation preparation. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1914747.

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The educational and methodological manual reveals the nature of pedagogical knowledge in the light of comparing the specifics of natural-scientific and humanitarian types of cognition, reveals milestones of methodological ideas about scientific cognition and modern features of dissertation research on pedagogy. As a specific methodological aid, the material on the choice of the research topic, tasks and organization of literature analysis on the topic is offered. The main part is presented with recommendations for the design of all the headings of the section "General characteristics of the wo

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Bizyuk, Aleksandr. Fundamentals of abnormal psychology. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/974663.

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The textbook is a Supplement to the course of lectures given at the faculties of psychology, where one of the sections of this discipline is clinical psychology. This publication has been updated to reflect the 11th International classification of diseases, changes in which also affect the classification aspects of mental disorders. In order to implement the principle of consistency in mastering knowledge of pathopsychology, the material is given in the context of General and clinical psychology, which facilitates the holistic assimilation of the specifics of this science and understandi

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Fiori, Emiliano, and Michele Trizio. Proceedings of the 24th International Congress of Byzantine Studies Plenary Sessions. Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-590-2.

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The present volume collects most of the contributions to the plenary sessions held at the 24th International Congress of Byzantine Studies, and incisively reflects the ever increasing broadening of the very concept of ‘Byzantine Studies’. Indeed, a particularly salient characteristic of the papers presented here is their strong focus on interdisciplinarity and their breadth of scope, both in terms of methodology and content. The cross-pollination between different fields of Byzantine Studies is also a major point of the volume. Archaeology and art history have pride of place; it is especially

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Elatskov, Aleksey. General Geopolitics: Theoretical and Methodological Issues in Geographical Interpretation. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2033550.

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This text is dedicated to the development of the general theory of geopolitics as a scientific discipline. The author discusses what geopolitics is, as well as its content and methodology, and investigates the principles of geopolitical zoning and modelling, the content and essence of geopolitical relations, geographical and geopolitical spaces, geopolitical thinking and geopolitical idealised models. Activity-geospatial and geo-adaptation approaches are utilised while considering geopolitical phenomena. The first focuses attention on the geopolitical relations existing between political activ

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Tyutkova, Irina, Ismail Baykhanov, and Yulia Laamarti, eds. INTERNATIONAL BEST PRACTISES OF PEDAGOGICAL ACTIVITY: EXPERIENCE, RISKS, PROSPECTS. EurAsian Scientific Editions, 2022. http://dx.doi.org/10.56948/ugdg6356.

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The modernisation of contemporary Russian higher pedagogical education places special demands on training of a competent specialist having outspoken professional position, well-formed readiness to adapt to the labour market, capable of self-development and educating learners in the conditions of rapidly changing reality. The formation of such personality is possible in the educational space of a university, being characterised by the unity of learners’ classroom and extracurricular activities, coordinated interaction of all participants of pedagogical process aimed at solving the common goal a

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Belamarić, Josip, Dražen Pejković, and Ana Šverko. Istraživanja u urbanističkom planiranju : pedagoška bilježnica vol. 2 = Urban Planning Research : Pedagogical Notebook Vol. 2. Edited by Hrvoje Bartulović, Saša Begović, Dražen Pejković, Ana Šverko, and Ivana Vlaić. University of Split, Faculty of Civil Engineering, Architecture and Geodesy, 2020. http://dx.doi.org/10.31534/9789536116850.

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The Second Pedagogical Notebook is a continuation of the first ‘notebook’, dedicated to the Urban Planning Research course. The course and the notebook were created by Prof. Ivana Šverko, with the aim of offering students of architecture in Split the basics of urban planning research in a Mediterranean context. The idea behind the pedagogical notebook is to contribute to the recognition of the research phase as an essential starting point in the entire, complicated process of urban planning and design, as well as an understanding of research methodologies in specific spatial and social conditi

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Bauer, William I. Music Learning Today. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197503706.001.0001.

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Grounded in a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), the essential premise of Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music is that music educators and their students can benefit through use of technology as a tool to support learning in the three musical processes—creating, performing, and responding to music. Insights on how technology can be used to advantage in both traditional and emerging learning environments are provided, and research-based pedagogical approaches that align technologies

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Buchteile zum Thema "Concept-specific pedagogical content knowledge"

Turner, Rebecca, and Lucy Spowart. "Reflective practice as a threshold concept in the development of pedagogical content knowledge." In Developing Expertise for Teaching in Higher Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003198772-12.

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Buchholtz, Nils, Gabriele Kaiser, and Björn Schwarz. "The Evolution of Research on Mathematics Teachers’ Competencies, Knowledge and Skills." In The Evolution of Research on Teaching Mathematics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_3.

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AbstractTo assess the effectiveness of teachers and teaching, it is necessary to develop an appropriate understanding of what makes a “good” teacher. According to the framework by Medley, this includes amongst others focusing on the knowledge, skills, and values that a teacher possesses. To appropriately describe these competencies, current research departs from a broad conceptualization of competence that includes dispositional aspects, such as mathematical content knowledge, pedagogical content knowledge, and general pedagogical knowledge. Furthermore, situation-specific skills that are rela

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Hüttner, Julia, and Ute Smit. "9. Developing Student Teachers’ ‘Pedagogical Content Knowledge’ in English for Specific Purposes: The ‘Vienna ESP Approach’." In Theory and Practice in EFL Teacher Education, edited by Julia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl, and Barbara Schiftner. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847695260-012.

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Parriaux, Gabriel, Christophe Reffay, Béatrice Drot-Delange, and Mehdi Khaneboubi. "Teachers’ Knowledge in Informatics—Exploring Educational Robotics Resources Through the Lens of Textual Data Analysis." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_10.

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AbstractIn this research, we are interested in the knowledge of primary and secondary teachers to teach informatics. Using pedagogical resources produced by them as a trace of their enacted Pedagogical Content Knowledge (ePCK), we perform Textual Data Analysis and Clustering to discover the topics they write about. Focusing on resources in educational robotics, we show that lexicon used by teachers is different depending on the robot they use. Reinert’s clustering associates each robot with a separate cluster and a specific vocabulary. Multiple Correspondence Analysis (MCA) shows an opposition

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Wang, Yihan, Xiaomei Liu, and Junna Yang. "Math Textbooks Use: Explicit and Implicit Influence for Teachers and Students." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_52.

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AbstractAs an important teaching resource in curriculum implementation, textbooks are one of the main mediums for teachers to teach and students to learn. Based on Rezat’s tetrahedron model of the activity “textbook use” and the theme of this study, this paper selects “student—teacher—textbook”, “teacher—textbook—mathematical knowledge” and “student—teacher—mathematical knowledge” as the three dimensions of the study. A questionnaire was compiled by conducting a survey and an interview of the junior high school teachers who use the mathematics textbooks of Beijing Normal University in more tha

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Bounfour, Ahmed. "Mobilizing Intangibles under the Acceluction Regime." In Knowledge and Space. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24910-5_8.

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AbstractThe way value is created is deeply influenced by two major transformational phenomena: (1) the emergence of intangibles as a main source of value creation and (2) the emergence of digital as a deep transformational phenomenon. Taking this as a starting point, the paper underlines the need to better characterize the emerging value production system. By reference to a large international research program (ISD) I coordinated, I coined the term acceluction as an umbrella concept to characterize such a production system. Compared to previous production systems, such as the lean, value is no

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Karlsaune, Hanne, Therese Antonsen, and Gørill Haugan. "Simulation: A Historical and Pedagogical Perspective." In How Can we Use Simulation to Improve Competencies in Nursing? Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_1.

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Abstract I hear and I forget. I see and I remember. I do and I understand. —Confucius 551–479 BCE Simulation is increasingly used in nursing education to supplement clinical and didactic learning activities. Simulation is a technique for practice and learning that can be used in many different disciplines as well as for trainees. Simulation is a technique (not a technology) aiming at replacing real experiences with guided ones; that is, it represents a context in which students can exercise and explore various aspects of a specific practical skill. Accordingly, simulation-based learning signif

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Godsell, Sarah. "“Both Sides of the Story”: The Epistemic Nature of Historical Knowledge as Understood by Pre-service History Teachers in a South African University." In Teachers and the Epistemology of History. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58056-7_5.

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AbstractGodsell draws on “Both sides of the story”, a concept outlined by Teeger (American Sociological Review, 80(6):1175–1200, 2015), to explore ways in which pre-service history teachers in a South African institution position themselves towards history epistemically, including positions on neutrality, and historical “truth.” Godsell draws on how pre-service teachers grapple with the “both sides of the story” concept—which Teeger has shown as a false narrative used to quell discomfort when teaching uncomfortable Apartheid history in South African schools. Godsell draws on her own students’

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Harrington, Rachel A., Shannon O. Driskell, Christopher J. Johnston, Christine A. Browning, and Margaret L. Niess. "Technological Pedagogical Content Knowledge." In TPACK. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch016.

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The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this pape

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Harrington, Rachel A., Shannon O. Driskell, Christopher J. Johnston, Christine A. Browning, and Margaret L. Niess. "Technological Pedagogical Content Knowledge." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch001.

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Konferenzberichte zum Thema "Concept-specific pedagogical content knowledge"

Moloi, Mabel, and Nemaungani Ntsieni. "INCORPORATING TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE WITH INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE TEACHING OF ELECTRIC CIRCUITS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0408.

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Motsoeneng, Molefi. "UNPACKING PEDAGOGICAL CONTENT KNOWLEDGE AND CONTENT KNOWLEDGE: ASSESSING TECHNICAL VOCATIONAL EDUCATION TRAINING COLLEGE LECTURERS’ PEDAGOGICAL CONTENT KNOWLEDGE ON TOPIC SPECIFIC KNOWLEDGE." In ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202161.

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Koppelman, Herman. "Pedagogical Content Knowledge and Educational Cases in Computer Science: An Exploration." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3228.

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The concept of pedagogical content knowledge has been explored in the context of several disciplines, such as mathematics, medicine and chemistry. In this paper the concept is explored and applied to the subject matter of computer science, in particular to the subdomain of building UML class diagrams. It is argued that the identification and analysis of problems that students experience with important concepts should be at the heart of pedagogical content knowledge in this subdomain, as well as the description of pedagogically rich exercises for tackling those problems. For two examples, relev

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Wibowo, Dhany Yufisa, Juju Masunah, Tri Karyono, and Rita Milyartini. "Study of Technological Pedagogical Content Knowledge (TPACK) Concept in Music Learning." In 4th International Conference on Arts and Design Education (ICADE 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220601.018.

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Maries, Alexandru, and Chandralekha Singh. "Exploring pedagogical content knowledge of physics instructors using the force concept inventory." In WOMEN IN PHYSICS: 6th IUPAP International Conference on Women in Physics. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5110146.

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Kultsum, Ummi. "The Concept of Pedagogical Content Knowledge (PCK): Recognizing the English Teachers' Competences in Indonesia." In 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icirad-17.2017.11.

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Alejandra Sorto, M., and Lawrence Lesser. "Towards measuring technological pedagogical content knowledge in statistics: middle school teachers using graphing calculators." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09501.

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This paper discusses the process of designing and empirically testing measures of teachers’ technological pedagogical statistical knowledge (TPSK), addressing conference theme # 3 -- next steps in statistics education with respect to preparing teachers to implement new (usually, technology-rich) curricula. The authors conceptualize this knowledge in the broader context of technological pedagogical content knowledge and provide some specific examples of items applied to statistics. In creating measures to capture this complex construct, the authors drew upon literature of students’ (mis)concept

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Chanetsa, Tarisai, and Umesh Ramnarain. "DEVELOPMENT OF A LESSON OBSERVATION SCHEDULE TO DOCUMENT PEDAGOGICAL CONTENT KNOWLEDGE FOR NATURE OF SCIENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end064.

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"The study describes the development of a lesson observation schedule, to document Science teacher pedagogical content knowledge for nature of science (PCKNOS) and a subsequent pilot study to test the instrument. The objective of the study was to develop an observation schedule that could document enacted PCKNOS. NOS refers to the epistemology and sociology of science, science as a way of knowing and understanding the natural world, and the role of values and beliefs of the scientific community in the development of scientific knowledge (Lederman, 1998; Lederman and Lederman, 2004). Shulman (1

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Mafa-Theledi, Olivia Neo. "TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND SPECIFIC SUBJECT KNOWLEDGE IN TEACHING AND LEARNING AMONG PRE-SERVICE TEACHERS: A CASE OF UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1587.

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Hosseini, Zahra, and Jani Kinnunen. "INTEGRATION OF PEDAGOGY INTO TECHNOLOGY: A PRACTICAL PARADIGM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end086.

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Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had alr

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Berichte der Organisationen zum Thema "Concept-specific pedagogical content knowledge"

TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, et al. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. I

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DMITRIENKO, B. Ch, O. A. KOVALEVA, and E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.

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Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - vi

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the ser

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral,

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Pinchuk, O. P., and A. A. Prokopenko. Model of a computer-orient-ed methodological system for the development of digital competence of officers of the military administration of the Armed Forces of Ukraine in the system of qualification improvement. Національна академія Державної прикордонної служби України імені Б. Хмельницького, 2023. http://dx.doi.org/10.33407/lib.naes.736836.

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Pedagogical modeling of modern educational environments remains an urgent task of educational sciences. Research on the formation and development of digital competence of specialists, although they have common features, differ and acquire characteristic features depending on the field of application. This is due to the focus on mastering specific professional skills and increasing the professional level. We found out that, compared to the social and humanitarian sphere and medicine, the development of digital competence of specialists in the military and defense industry is little discussed in

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional

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