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Thematische Bibliographien / Concept-specific pedagogical content knowledge / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Concept-specific pedagogical content knowledge“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

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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Ibrahim, A. "Impact of Teacher- Pedagogical- Content- Knowledge on Achievement in Biology Concept among Secondary School Students in Jigawa State, Nigeria." Zamfara International Journal of Education 5, no. 1 (2025): 208–13. https://doi.org/10.5281/zenodo.15308398.

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This paper investigated the Impact of Teacher- Pedagogical- Content- Knowledge on Achievement in Biology Concept among Secondary School Students in Jigawa State, Nigeria. An ex-post facto research design was adopted for the study. The population of the study was 3,045 students and 38 biology teachers spreads across the fifteen public science and technical senior secondary schools in Jigawa state while a sample of 443 students and 38 Biology teachers were selected as sample using systematic and census sampling technique respectively. Two measuring instruments were used for data collection namel

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Ningsih, Sri Yunita, and Muhammad Daut Siagian. "PENCAPAIAN PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PEMBELAJARAN MATEMATIKA." Journal of Didactic Mathematics 1, no. 1 (2020): 41–46. http://dx.doi.org/10.34007/jdm.v1i1.157.

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Pedagogical content knowledge is a combination of understanding of teaching material (content knowledge) and understanding how to educate (pedagogical knowledge) that needs to be possessed by a teacher. The purpose of this study was to determine the pedagogical content knowledge concept, the achievement of pedagogical content knowledge for prospective teacher students, and to determine the role of prospective mathematics teacher students towards pedagogical content knowledge. A teacher in carrying out his professional assignments must have the competence that is always maintained. Because of t

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Marifa, Huaru Alhassan, Moses Abdullai Abukari, Jonathan Ayelsoma Samari, Philip Dorsah, and Fatao Abudu. "Chemistry teachers’ pedagogical content knowledge in teaching hybridization." Pedagogical Research 8, no. 3 (2023): em0162. http://dx.doi.org/10.29333/pr/13168.

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Pedagogical content knowledge, PCK, a concept in teacher education requires additional focus and attention by pre-tertiary teachers to improve teaching and learning and learners’ performance. The study adopted PCK model developed by Magnusson et al. (1999) to investigate senior high school (SHS) chemistry teachers PCK in teaching the concept of hybridization. The study adopted a qualitative approach using the case study design. Six chemistry teachers from six SHSs in the Upper West Region of Ghana were purposively sampled for the study. Semi- structured interviews, lesson plans analysis and ob

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Connor, M. C., and G. V. Shultz. "Teaching assistants' topic-specific pedagogical content knowledge in1H NMR spectroscopy." Chemistry Education Research and Practice 19, no. 3 (2018): 653–69. http://dx.doi.org/10.1039/c7rp00204a.

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Nuclear magnetic resonance (NMR) spectroscopy is an essential analytical tool in chemistry, and the technique is routinely included as a topic across the undergraduate chemistry curriculum. As a result of NMR's importance, classroom instruction of this topic has received considerable attention in chemistry education research. However, little is known about instructors’ knowledge for teaching this topic. In order to better understand this knowledge, we investigated topic-specific pedagogical content knowledge in<sup>1</sup>H NMR spectroscopy among 20 chemistry teaching assistants at a large Mid

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Arifin, Zainal, Muhammad Nurtanto, Warju Warju, Rabiman Rabiman, and Nur Kholifah. "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. http://dx.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 knowledge

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Azuelo, Ellen, and Said Macabago. "Phenomenological Analysis of Teachers' Pedagogical Content Knowledge in Teaching Science." School of Education Research Journal 1, no. 1 (2021): 28–40. https://doi.org/10.5281/zenodo.13299982.

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Teachers’ knowledge of science concepts and skills, and how these can be transferred to and learned by the pupils through pedagogical efforts is fundamental in teaching science. This knowledge is defined by Shulman (1986) as Pedagogical Content Knowledge (PCK) which is required for teachers to exemplify. Carried out through phenomenological analysis, this study investigated teachers’ PCK in teaching science. Data were collected from the five public elementary school teachers through individual and group interviews. Findings show that teachers were oriented to subject-matter goals w

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Samková, Libuše. "Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method." Scientia in educatione 10, no. 2 (2020): 62–79. http://dx.doi.org/10.14712/18047106.1548.

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The article focuses on an educational tool called Concept Cartoons and its possible use in professional preparation of future primary school teachers. In particular, it presents the method of how Concept Cartoons can be employed as a tool for diagnosing subject matter knowledge and pedagogical content knowledge in mathematics. The first part of the contribution introduces the concept of teachers' knowledge that is used in the article, and the Concept Cartoon tool. It describes the original Concept Cartoons method for classroom use at primary and secondary school levels that was established by

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Blömeke, Sigrid, Lars Jenßen, and Michael Eid. "The Role of Intelligence and Self-Concept for Teachers’ Competence." Journal of Intelligence 10, no. 2 (2022): 20. http://dx.doi.org/10.3390/jintelligence10020020.

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Research on intelligence and competence has developed widely independent of each other. The present paper aims at relating these traditions and at integrating the dominant models to fill gaps in the respective theories. We test the structural models derived from this integration in a series of confirmatory factor analyses and a latent moderated structural equations approach using teachers as an example. The data reveal that both fluid intelligence (gf) and domain-specific knowledge affect teachers’ ability to solve the domain-specific items. Teachers’ academic self-concept related to mathemati

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Even, Ruhama. "Subject-Matter Knowledge and Pedagogical Content Knowledge: Prospective Secondary Teachers and the Function Concept." Journal for Research in Mathematics Education 24, no. 2 (1993): 94–116. http://dx.doi.org/10.5951/jresematheduc.24.2.0094.

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This article investigates teachers' subject-matter knowledge and its interrelations with pedagogical content knowledge in the context of teaching the concept of function. During the first phase of data collection, 152 prospective secondary teachers completed and open-ended questionnaire concerning their knowledge about function. In the second phase, an additional 10 prospective teachers were interviewed after responding to the questionnaire. The analysis shows that many of the subjects did not have a modern conception of function. Appreciation of the arbitrary nature of functions was missing,

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Umar, Mohammad Farhan, Ghurrotul Bariroh, Novi Dewi Khadikatul Jannah, Adi Rahmat, and Riandi Riandi. "The learning strategy for biodiversity concept: Pedagogical analysis based on technological pedagogical and content knowledge." JPBIO (Jurnal Pendidikan Biologi) 9, no. 2 (2024): 157–70. https://doi.org/10.31932/jpbio.v9i2.3570.

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Sustainable Development Goals (SDGs) emphasize quality education and environmental protection. Biodiversity education in Phase E requires students to solve problems related to biodiversity. However, complex terminology and limited learning tools create challenges. This research aims to analyze effective learning strategies for teaching biodiversity using a TPACK framework. The method used in this research is a literature review carried out systematically by PRISMA. The analysis will map pedagogical approaches, content based on CoRes analysis, and technological aspects. Findings will inform the

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Even, Ruhama. "Subject-Matter Knowledge and Pedagogical Content Knowledge: Prospective Secondary Teachers and the Function Concept." Journal for Research in Mathematics Education 24, no. 2 (1993): 94. http://dx.doi.org/10.2307/749215.

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TAZHITOVA, Gulzhakhan, Maksat KUDAGELDIN, Nurilya KASSYMBEKOVA, Kamariyash KALKEYEVA, and Dina KURMANAYEVA. "Basics of Historical Knowledge as a Key Concept of Education: Case of Kazakhstan." Revista de Cercetare si Interventie Sociala, no. 76 (March 31, 2022): 53–68. http://dx.doi.org/10.33788/rcis.76.4.

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Despite a fairly large number of historical and pedagogical studies devoted to the history of pedagogy and education in Kazakhstan, historical and pedagogical knowledge was not formalized as educational knowledge and was not used in the educational process for the teacher training. The authors define what have been the basics of structuring historical pedagogical knowledge in Kazakhstan and show that students’ awareness of the history of education of Kazakhstan makes them look at the future differently. Moreover, they emphasize that rethinking and reassessment of historical and pedagogical kno

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Hill, Heather C., Deborah Loewenberg Ball, and Steven G. Schilling. "Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students." Journal for Research in Mathematics Education 39, no. 4 (2008): 372–400. http://dx.doi.org/10.5951/jresematheduc.39.4.0372.

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There is widespread agreement that effective teachers have unique knowledge of students' mathematical ideas and thinking. However, few scholars have focused on conceptualizing this domain, and even fewer have focused on measuring this knowledge. In this article, we describe an effort to conceptualize and develop measures of teachers' combined knowledge of content and students by writing, piloting, and analyzing results from multiple-choice items. Our results suggest partial success in measuring this domain among practicing teachers but also identify key areas around which the field must achiev

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Mudrik, Anatoly V. "Human Isolation as a Socio-Pedagogical Problem." Siberian Pedagogical Journal, no. 5 (November 1, 2024): 7–13. http://dx.doi.org/10.15293/1813-4718.2405.01.

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The article presents the author’s concept of human isolation as a socio-pedagogical problem. Weak interest to the problem of human isolation in modern socio-humanitarian knowledge is stated and several explanations are offered. The purpose of the article: to characterise human isolation in society as a socio-cultural and psychological-pedagogical phenomenon and a socio-pedagogical problem Methodology. The proposed concept was the result of many years of research, which included the analysis of historical, philosophical, ethnographic, sociological, socio-psychological and pedagogical sources, a

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Große-Heilmann, Rike, Josef Riese, Jan-Philipp Burde, Thomas Schubatzky, and David Weiler. "Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media." Education Sciences 12, no. 7 (2022): 440. http://dx.doi.org/10.3390/educsci12070440.

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Since the use of digital media opens new possibilities in physics education, pre-service teachers should develop pedagogical content knowledge (PCK) regarding digital media during teacher education. In the joint project DiKoLeP (German for: digital competencies of pre-service teachers in physics) of RWTH Aachen University, the University of Graz and the University of Tübingen, we therefore developed and implemented a university teaching concept with certain core elements to foster this digital-media PCK of pre-service physics teachers. The teaching concept was implemented as a university semin

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Adipat, Surattana, Rattanawadee Chotikapanich, Kittisak Laksana, et al. "Technological Pedagogical Content Knowledge for Professional Teacher Development." Academic Journal of Interdisciplinary Studies 12, no. 1 (2023): 173. http://dx.doi.org/10.36941/ajis-2023-0015.

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Technological pedagogical content knowledge (TPACK) is a knowledge that extends beyond the conventional categories of the three “core” areas of education (pedagogy, content, and technology). Not every classroom, subjects, or pedagogical philosophy can benefit from the same technology tools. To improve teaching quality, teachers in any field should participate in professional development programs to learn about and use novel approaches to content distribution, assessment, and documentation. Technology-enhanced education is a challenging, systematized endeavor. When it comes to incorporating tec

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Grieser, Diane R., and Karin S. Hendricks. "Review of Literature: Pedagogical Content Knowledge and String Teacher Preparation." Update: Applications of Research in Music Education 37, no. 1 (2018): 13–19. http://dx.doi.org/10.1177/8755123318760970.

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In the past few decades, there has been an increase in the percentage of non-string specialists teaching string classes. In this article, we review literature about subject-specific pedagogical content knowledge (PCK) in general and music education settings, to better understand the challenges that teachers with limited knowledge of string-specific content may face when teaching strings students. Included in this review are discussions concerning trends in the string teacher workforce, PCK in education and music, acquisition of PCK in general settings and music teacher preparation programs, an

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Rizqiyah, Silvi. "Hybrid Pedagogical Content Knowledge (PCK): Pendekatan Baru dalam Pengembangan Kompetensi Guru MI." ELEMENTARY : Journal of Primary Education 3, no. 1 (2025): 14–19. https://doi.org/10.55210/elementary.v3i2.502.

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This study aims to examine the concept and implementation of the Hybrid Pedagogical Content Knowledge (PCK) approach as a new strategy in developing the competence of Madrasah Ibtidaiyah (MI) teachers. Hybrid PCK is a development of the traditional PCK model that integrates content knowledge, pedagogics, technology, Islamic values, and sensitivity to the socio-cultural context of learners. Through a descriptive qualitative approach, data were obtained through in-depth interviews, observations, and documentation studies of MI teachers and prospective teachers. The results showed that the Hybrid

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Mualimah, Ana, Koderi Koderi, Fachrul Ghazi, and Ahmad Sodiq. "Literatur Riview: Technological Pedagogical and Content Knowledge (TPACK) dalam Pengajaran Keterampilan Berbahasa Arab." Jurnal Pendidikan Indonesia 6, no. 1 (2025): 421–29. https://doi.org/10.59141/japendi.v6i1.7236.

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21st century learning requires teachers to be able to involve communication and collaboration skills as well as the use of information technology in learning that can be arranged in a framework in the form of TPACK. There are 7 components that need to be known in TPACK, namely Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge, and Technological Pedagogical Content Knowledge. The purpose of this article is to describe 1) the concept of TPACK, and 2) the implementation of TPACK in

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Millican, J. Si. "Examining Pedagogical Content Knowledge of an Expert Band Director Teaching Lips Slurs." Journal of Music Teacher Education 26, no. 2 (2016): 90–103. http://dx.doi.org/10.1177/1057083716629610.

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The purpose of this case study was to describe how one band director used pedagogical content knowledge while working with beginning-band students to help them develop the skill of playing brass lip slurs. Data were generated from (1) video recordings of each class over two different weeks during the school year, (2) “think aloud” interviews in which the teacher described what educational actions and decisions the teacher was making, and (3) detailed observation notes. I used cognitive task analysis to develop a concept map illustrating components of pedagogical content knowledge the teacher u

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Copur-Gencturk, Yasemin, and Tammy Tolar. "Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills." Teaching and Teacher Education 114 (June 2022): 103696. http://dx.doi.org/10.1016/j.tate.2022.103696.

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Menegaz, Jouhanna do Carmo, Vânia Marli Shubert Backes, José Luiz Medina, Marta Lenise Prado, and Bruna Pedroso Canever. "PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION." Texto & Contexto - Enfermagem 24, no. 3 (2015): 629–36. http://dx.doi.org/10.1590/0104-07072015002790014.

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ABSTRACTThe aim of this qualitative study was to analyze, in the light of Shuman's concept of pedagogical content knowledge, the pedagogical practices of good nursing, medicine and dentistry professors from the perception of students of a public university in southern Brazil. The study comprised 16 students who were approached through interviews focused by vignettes and qualitative indicators. Pedagogical content knowledge is observed when good professors share the learning objectives while associating theory and practice, fostering student reasoning using a wide range of strategies responsive

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Hlaela, Nthoesele, and Loyiso C. Jita. "EXAMINING PHYSICS TEACHERS’ DOMAIN-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE COMPONENTS IN LESOTHO SECONDARY SCHOOLS." Journal of Baltic Science Education 23, no. 2 (2024): 240–59. http://dx.doi.org/10.33225/jbse/24.23.240.

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Pedagogical content knowledge (PCK) is considered an important ingredient in shaping classroom practice. PCK requires valid measurement at domain-specific level on different components excluding the teaching context. While the research focuses on measuring the PCK of unqualified teachers and pre-service teachers, the description of qualified teachers’ domain-specific PCK is often overlooked. The purpose of this study was to measure quantitatively the domain-specific PCK of qualified physics teachers focusing on the five PCK components: content knowledge, pedagogical knowledge, assessment knowl

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Ratnaya, I. Gede, Hunaepi Hunaepi, Ketut Sri Kusuma Wardani, and Sukiastini Sukiastini. "Evaluation of Teachers' Technological Pedagogical Content Knowledge (TPACK) Understanding Profile." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 12, no. 1 (2024): 210. http://dx.doi.org/10.33394/j-ps.v12i1.10561.

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This research aimed to assess teachers' understanding of the Technological Pedagogical Content Knowledge (TPACK) structure and investigate whether TPACK components differ based on gender characteristics. The research method used was a cross-sectional survey, a quantitative approach aimed at examining a condition at a specific point in time and exploring relationships between variables. Respondents were randomly selected from 102 teachers spread across Lombok Island, comprising 48 female teachers and 56 male teachers. The research instrument utilized a TPACK questionnaire measuring CK, PK, TK,

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Siregar, Torang, Awal Harahap, Ahmad Arisman, et al. "What Makes it Special? : Content Knowledge for Teaching." What Makes it Special? : Content Knowledge for Teaching 1, Vol. 1 No. 1 (2023): October 2023 (2024): 20. https://doi.org/10.59890/ijaer.v1i1.405.

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This article reports the authors’ efforts to develop a practice-based theory of content knowledge for teaching built on Shulman’s (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study was to investigate the nature of professionally oriented subject matter knowledge in mathematics by studying actual mathematics teaching and identifying math ematical knowledge <em>for </em>teaching based on analyses of the mathematical

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Stender, Anita, Maja Brückmann, and Knut Neumann. "Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning." International Journal of Science Education 39, no. 12 (2017): 1690–714. http://dx.doi.org/10.1080/09500693.2017.1351645.

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Pilous, Roland, and Timo Leuders. "Novice and Expert Teachers’ Content-Related Pedagogical Reasoning." Research in Subject-matter Teaching and Learning (RISTAL) 6, no. 1 (2023): 1–15. http://dx.doi.org/10.2478/ristal-2023-0001.

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Abstract In this exploratory study, we seek to contrast the content-related pedagogical reasoning shown by prospective and experienced teachers – i.e., their reasoning for or against the use of subject-matter representations that draw on content knowledge or pedagogical content knowledge. We conducted think-aloud interviews with seven prospective teachers and seven experienced teachers based on a situation of planning to teach with a specific task. The teachers’ pedagogical reasoning was analysed by means of content analysis. The data showed that expert teachers engage substantially more in co

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Sintema, Edgar John, and José M. Marbán. "Pre-service Secondary Teachers’ Mathematical Pedagogical Content Knowledge Self-concept related to their Content Knowledge of Functions and Students." International Electronic Journal of Mathematics Education 15, no. 3 (2020): em0598. http://dx.doi.org/10.29333/iejme/8327.

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Bilonozhko, Olena V. "THEORETICAL FUNDAMENTALS OF TEACHER’S PEDAGOGICAL CULTURE." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 20 (2020): 8–16. https://doi.org/10.32342/2522-4115-2020-2-20-1.

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The article is devoted to the theoretical investigation of the scientific issue of the teacher’s pedagogical culture. The content of the definition of pedagogical culture, components of pedagogical culture are analyzed, the main systemic specific characteristics of pedagogical culture development are singled out, among which are the structure, unity, interaction, interdependence and multifacetedness. The components of pedagogical culture are given, such as: speech culture, mastery of pedagogical techniques, pedagogical skills, pedagogical improvisation, perceptual and suggestive abilities, ped

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Hale, L. V. A., J. C. Lutter, and G. V. Shultz. "The development of a tool for measuring graduate students' topic specific pedagogical content knowledge of thin layer chromatography." Chemistry Education Research and Practice 17, no. 4 (2016): 700–710. http://dx.doi.org/10.1039/c5rp00190k.

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Graduate students play a critical role in undergraduate education at doctorate granting institutions; but generally have minimal opportunity to develop teaching expertise. Furthermore, little is known about how graduate students develop teaching expertise in this context. We investigated the development of topic-specific pedagogical content knowledge among chemistry graduate student teaching assistants (GTAs). Thin layer chromatography was selected as the topic of investigation because undergraduate students encounter it throughout organic chemistry lab and it is connected to several foundatio

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Mapulanga, Thumah, Yaw Ameyaw, Gilbert Nshogoza, and Elton Sinyangwe. "IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS’ TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES." Journal of Baltic Science Education 22, no. 1 (2023): 20–36. http://dx.doi.org/10.33225/jbse/23.22.20.

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Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers’ enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, c

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Ogbonnaya,, Ijeoma C., Andile Mji, Olivia N. Mafa-Theledi, and Beatrice Ngulube. "Economics Teachers’ Topic Specific Pedagogical Content Knowledge Model for teaching Market Dynamics." International Journal of Learning, Teaching and Educational Research 19, no. 7 (2020): 320–41. http://dx.doi.org/10.26803/ijlter.19.7.18.

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Maryati, Maryati, Zuhdan Kun Prasetyo, Insih Wilujeng, and Bambang Sumintono. "MEASURING TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE USING MANY-FACET RASCH MODEL." Jurnal Cakrawala Pendidikan 38, no. 3 (2019): 452–64. http://dx.doi.org/10.21831/cp.v38i3.26598.

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In the context of teacher professional development and teacher certification, an objective measurement of teachers’ Pedagogical Content Knowledge (PCK) is requried. This research is a case study to measure teachers’ PCK within prospective middle school science teachers participating in an Indonesian teacher professional development program. The study used quantitative approach which involved multirater assessment analysed by Many-Facet Rasch Model (MFRM) to assess teachers’ PCK in teaching a specific topic, i.e. “The Particulate Nature of Matter” (PNM). Researchers developed a rubric for items

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Chapoo, Suriya, Kongsak Thathong, and Lilia Halim. "The development of teachers’ pedagogical content knowledge in teaching biology." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (2018): 133–40. http://dx.doi.org/10.18844/prosoc.v5i1.3395.

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   This paper examines the development of biology teachers’ pedagogical content knowledge (PCK). All participants were provided with PCK training activities to improve their understanding of PCK and ability in creating lesson plans according to content representation (CoRe). Research instruments used in this study were open-ended questionnaire, semi-structure interview, lesson plans, CoRe and pedagogical and professional-experience repertoire. The results of the PCK training programme indicated that before participation in the training workshop, three biology teachers lacked

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Wilmot, Eric Magnus. "Reconceptualising teacher knowledge in domain specific terms." Ghana Journal of Education: Issues and Practice (GJE) 2 (December 1, 2016): 1–27. http://dx.doi.org/10.47963/gje.v2i.475.

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Literature is replete with different conceptualizations of teacher knowledge, each with their implications on teaching practices. Pivotal among these are conceptualizations of content knowledge, curriculum knowledge, pedagogical knowledge and pedagogical content knowledge. The paper argues that until now, the various conceptualizations of teacher knowledge have been mostly general and not domain specific enough. In addition, researchers who have relied on these earlier conceptualizations have mainly concerned themselves with teacher knowledge qualitatively. In an attempt to shift from these ge

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Ogbonnaya, Ijeoma Chidinma, Andile Mji, Oliva Neo Mafa-Theledi, and Beatrice Ngulube. "ECONOMICS TEACHERS’ USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS." Problems of Education in the 21st Century 78, no. 3 (2020): 371–93. http://dx.doi.org/10.33225/pec/20.78.371.

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The poor learners’ understanding of specific topic ‘Market Dynamics’ (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners’ understanding of MD. This research aimed to examine economics teachers’ teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK. Using Mavhunga’s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (Wh

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Hasanah, Putri, Fahmi, Yudha Irhasyuarna, and Rizky Febriyani Putri. "Portrait of Pedagogical Content Knowledge (PCK) of Science Teachers in Global Islamic Boarding School Material Classification of Living Things." Jurnal Penelitian Pendidikan IPA 10, no. 7 (2024): 3827–37. http://dx.doi.org/10.29303/jppipa.v10i7.7617.

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Pedagogical Content Knowledge (PCK) is a wedge between Content Knowledge and Pedagogical Knowledge, namely knowledge about the material being taught and how to teach it. The teacher's ability to understand the material and manage learning greatly determines the improvement of the quality of learning in the classroom in realizing meaningful learning for students. This study aims to describe the Pedagogical Content Knowledge (PCK) for science teachers at the Global Islamic Boarding School Middle School (GIBS) regarding the classification of living things. This type of research is descriptive qua

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Halim, A., and Meisy Adha Rizki. "Analysis of Technological Pedagogical And Content Knowledge Teachers physics Overcoming Misconceptions Newton's Law." JIPF (Jurnal Ilmu Pendidikan Fisika) 9, no. 2 (2024): 241. http://dx.doi.org/10.26737/jipf.v9i2.5173.

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Misconceptions in students must be corrected immediately so that there is no retention of misconceptions in subsequent knowledge. One way to prevent and reduce misconceptions that occur in students is with the ability of Technological Pedagogical and Content Knowledge (TPACK) of teachers. Teachers who integrate TPACK in learning can prevent misconceptions and find solutions to overcome the misconceptions that occur. This study aims to determine the TPACK ability of teachers in overcoming misconceptions,. The research method used in this study is a Mixed method with an unbalanced mixed research

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Kinley Dem and Kinley Seden. "Pedagogical and Content Knowledge: Geography Teachers’ and Students’ Perceptions." Educational Innovation and Practice 10, no. 01 (2025): 23–47. https://doi.org/10.17102/eip.10.2025.02.

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This convergent parallel mixed-methods study, grounded in a pragmatist worldview, explored the perceptions of geography teachers' pedagogical and content knowledge (PCK) in secondary schools across five central-eastern regions of Bhutan. The research involved 42 teachers (22M and 21F) and 139 students (69M and 70F), selected through stratified random and purposive sampling, with additional interviews conducted with 10 teachers and 10 students. Descriptive analysis was performed on survey data, while interviews were analysed using thematic analysis. The findings revealed that both teachers and

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Papanikolaou, Kyparisia A., Katerina Makrh, George D. Magoulas, Dionisia Chinou, Athanasios Georgalas, and Petros Roussos. "Synthesizing Technological and Pedagogical Knowledge in Learning Design." International Journal of Digital Literacy and Digital Competence 7, no. 1 (2016): 19–32. http://dx.doi.org/10.4018/ijdldc.2016010102.

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Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effe

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