Comparing teaching practices, teacher content knowledge and pay in Punjab

2020 ◽  
Vol 79 ◽  
pp. 102286
Author(s):  
Ali H. Ansari
Keyword(s):  
Content Knowledge ◽  
Teaching Practices ◽  
Teacher Content Knowledge

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

A Primer on Content Knowledge in Physical Education Research

2020 ◽  
pp. 1-6
Author(s):  
Peter A. Hastie
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Physical Education ◽  
Preservice Teacher ◽  
Content Knowledge ◽  
Specialized Content Knowledge ◽  
Teacher Content Knowledge ◽  
Common Content ◽  
Key Terms

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2016 ◽  
pp. 1103-1119
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 986-1002
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

Supporting Mathematics Teaching Practices in Online Teacher Education

2020 ◽  
pp. 55-67
Author(s):  
David Glassmeyer
Keyword(s):  
Content Knowledge ◽  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Science Content ◽  
Face To Face ◽  
Mathematical Representations ◽  
Integrated Stem ◽  
Online Format ◽  
Mathematics Teaching Practices

In this chapter, the author provides an example of an integrated and collaborative activity for in-service mathematics teachers that was implemented synchronously online. While prior research details how this lesson developed middle and secondary teachers' mathematics content knowledge of logarithms and teachers' science content knowledge concept of pH, this chapter focuses on how the lesson was converted from a face-to-face format to the online format while supporting research-based essential teaching skills, specifically NCTM's Mathematics Teaching Practices (MTPs). Evidence is provided for how three MTPs were upheld using the online platform Blackboard Collaborate, followed by recommendations for other teacher educators wishing to engage teachers in online learning that supports mathematics education goals of integrated STEM education through mathematical discourse, conceptual understanding, and reasoning about mathematical representations.

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