The Erosion of EFL Teachers’ Content and Pedagogical-content Knowledge Throughout the Years of Teaching Experience

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.

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Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

Studies of Applied Economics ◽

10.25115/eea.v39i1.4272 ◽

2021 ◽

Vol 39 (1) ◽

Author(s):

Fitri Suraya Mohamad

Keyword(s):

Professional Development ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Teaching Experience ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Knowledge ◽

Science Content ◽

Extensive Experience ◽

Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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The development of a tool for measuring graduate students' topic specific pedagogical content knowledge of thin layer chromatography

Chemistry Education Research and Practice ◽

10.1039/c5rp00190k ◽

2016 ◽

Vol 17 (4) ◽

pp. 700-710 ◽

Cited By ~ 6

Author(s):

L. V. A. Hale ◽

J. C. Lutter ◽

G. V. Shultz

Keyword(s):

Graduate Students ◽

Thin Layer ◽

Pedagogical Content Knowledge ◽

Thin Layer Chromatography ◽

Content Knowledge ◽

Student Teaching ◽

Teaching Experience ◽

Teaching Expertise ◽

Pedagogical Content ◽

Layer Chromatography

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 foundational chemistry topics. An instrument was developed to measure both content knowledge (CK) and pedagogical content knowledge (PCK) of thin layer chromatography for GTAs with a range of teaching experience. Data from the test instrument were transformed using the Rasch model and statistically analysed. Our analysis showed that graduate students at all levels of experience performed well on content knowledge questions, but even experienced GTAs demonstrated low levels of pedagogical content knowledge. Importantly, experienced GTAs demonstrated a greater proficiency than novice GTAs, which suggests that pedagogical content knowledge is developed over time.

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A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language

Dil ve Dilbilimi Çalışmaları Dergisi ◽

10.17263/jlls.631552 ◽

2019 ◽

Vol 15 (3) ◽

pp. 1122-1138 ◽

Cited By ~ 2

Author(s):

Arif Sarıçoban ◽

İrfan Tosuncuoğlu ◽

Özkan Kırmızı

Keyword(s):

Foreign Language ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Learning To Teach ◽

Pedagogical Content ◽

Efl Teachers

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Filipino Physical Education Teachers‘ Technological Pedagogical Content Knowledge on Remote Digital Teaching

International Journal of Information and Education Technology ◽

10.18178/ijiet.2021.11.9.1544 ◽

2021 ◽

Vol 11 (9) ◽

pp. 416-423

Author(s):

Jem Cloyd M. Tanucan ◽

◽

Ma. Rosita A. Hernani ◽

Felix Diano Jr.

Keyword(s):

Physical Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Online Survey ◽

Teaching Experience ◽

Technological Pedagogical Content Knowledge ◽

The Philippines ◽

Chi Square ◽

Digital Platforms ◽

Pedagogical Content

This study examined the Filipino physical education (PE) teachers’ technological pedagogical content knowledge (TPACK) on remote digital teaching approach. More specifically, it looked into their preparedness on remote digital teaching using the TPACK model, the relationship between their demographics, and the seven dimensions of knowledge of TPACK model and its interrelationship using a descriptive correlational research design. The sample was composed of 1,402 PE teachers across the three major islands of the Philippines who, using online survey, answered a 19-item questionnaire with a five-point Likert scale about their TPACK on remote digital teaching. Using the Pearson Product Moment Correlation and Chi-Square test of Independence, the study yielded four major results: 1) PE teachers have an average level of preparedness to conduct remote digital teaching in all domains of knowledge of TPACK; 2) The preparedness level of the PE teachers to conduct remote digital teaching in all domains of knowledge of TPACK is dependent to their age, sex and teaching experience, except technological knowledge, as it is independent to their highest educational attainment; and 3). There is a significant interrelationship on the PE teachers’ preparedness to conduct remote digital teaching among all domains of knowledge of TPACK. Hence, in order to successfully navigate a paradigm in education that accentuates the utilization of technology and other digital platforms, teachers have to be equipped with the tri-relationship of knowledge – content, pedagogy, and technology – through capability-building activities that consider their demographics and background.

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Analyze of Chemistry Teacher Profiles Using Technological Pedagogical Content Knowledge (TPACK) Framework

10.31219/osf.io/ungsp ◽

2019 ◽

Author(s):

Nur Tsalits Fahman Mughni

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Lesson Plan ◽

Base Material ◽

Teaching Experience ◽

Acid Base ◽

Learning Methods ◽

Chemistry Teachers ◽

Pedagogical Content ◽

Qualitative Descriptive

This study aims to analyze the profile of technological pedagogical and content knowledge (TPACK) chemistry teachers at one of the schools in Jakarta. The criteria for the teachers analyzed are professional teachers who have been certified and have more than 20 years of teaching experience. The method used in this study is a qualitative descriptive research method. The data sources were collected through the TPACK questionnaire referring to the Schmid instrument (2009), lesson plan analysis, observation of the learning process, and interviews. The results show that chemistry teachers can apply learning methods that vary each meeting according to the characteristics of acid-base material. The teacher also utilizes technology information & communication (ICT) based learning media to simplify and clarify material delivery. It can be concluded that teachers have pedagogical content knowledge (PCK) and technological content knowledge (TCK). The use of ICT media such as interactive power points, videos and mobile phones to support selected learning methods, shows that teachers are also competent in technological pedagogical knowledge (TPK). The results of the study concluded that the teacher had integrated all TPACK components into acid-base learning.

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The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education

Education Sciences ◽

10.3390/educsci10070170 ◽

2020 ◽

Vol 10 (7) ◽

pp. 170 ◽

Cited By ~ 1

Author(s):

Luciane F. Goes ◽

Carmen Fernandez ◽

Ingo Eilks

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Redox Reactions ◽

Teaching Experience ◽

Experienced Teachers ◽

Structured Interviews ◽

Online Questionnaire ◽

Master's Students ◽

Pedagogical Content

This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers’ pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK between those in pre-service teacher education and those working as teachers. The sample included four different groups: bachelor’s students, master’s students, graduate teacher trainees, and in-service teachers. Data were collected by an online questionnaire and semi-structured interviews. The online questionnaire was developed based on misconceptions and learning difficulties regarding redox reactions. Sixty-two participants answered the questionnaire and the interviews were carried out with twelve participants. The results revealed that teaching experience makes a difference. Pre-service teachers described quite traditional and content-focused approaches while experienced teachers emphasized the application of the content. Experienced teachers showed a more developed repertoire of instructional strategies. Participants differed also in their knowledge about learners and the curriculum. Concerning assessment, practices were at a quite general pedagogical knowledge level and not domain-specific. Although teacher education in Germany includes several chances for internships, it is suggested that central aspects of teachers’ PCK start to develop and settle only when they begin to work as teachers. To avoid perpetuating traditional practices, investment in continuous professional development is needed.

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Unpacking graduate students’ knowledge for teaching solution chemistry concepts

Chemistry Education Research and Practice ◽

10.1039/c8rp00205c ◽

2019 ◽

Vol 20 (1) ◽

pp. 258-269 ◽

Cited By ~ 3

Author(s):

Jacob C. Lutter ◽

Lillian V. A. Hale ◽

Ginger V. Shultz

Keyword(s):

Graduate Students ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Critical Role ◽

Teaching Experience ◽

Undergraduate Curriculum ◽

Solution Chemistry ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

Laboratory Courses

Graduate students play a critical role in undergraduate education at doctoral-granting institutions and yet their training is often brief and overgeneralized. Little is known about how they develop knowledge for teaching chemistry in this context. To further understand how graduate students develop knowledge for teaching, we used a questionnaire to measure pedagogical content knowledge of solution chemistry concepts. These concepts are revisited frequently in the undergraduate curriculum, particularly in laboratory courses where graduate students commonly teach. Questions were included to measure both the pedagogical content knowledge and content knowledge of graduate students with a range of teaching experience. Analysis revealed that graduate students’ content knowledge is stronger than their pedagogical content knowledge, which increases modestly with teaching experience. Interviews were performed with a subset of respondents to determine whether they interpreted the questions as intended and the source of knowledge they used in responding. The interviews revealed that graduate students relied heavily on their own experience as students rather than direct experience teaching solution chemistry concepts.

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