Pedagogical content knowledge: an integrative component within the knowledge base for teaching.

2001 ◽  
Vol 17 (8) ◽  
pp. 979-986 ◽  
Author(s):  
Jan H. Van Driel ◽  
William R. Veal ◽  
Fred J.J.M. Janssen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Base For Teaching

Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 78-102
Keyword(s):  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Empirical Studies ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Frameworks ◽  
Pedagogical Content ◽  
Comprehensive List ◽  
Critical Issues

This chapter addresses the theories underlying the construct TPACK. The chapter begins with reviewing the history and then the rationale of teacher knowledge base in the form of a multi-dimensional model taken from published literature. It also discusses how TPACK framework has developed and evolved in the last decade. Some seminal works whose authors have contributed greatly to the development of TPACK model are reviewed. Based on the theoretical frameworks and the findings of the empirical studies, a comprehensive list of the definitions of TPACK and critical issues regarding this framework are discussed. The chapter comes to its end by introducing the evolved model of TPACK, TPACK in-Action, in detail.

scholarly journals Propositivas teóricas acerca do conhecimento pedagógico do conteúdo

2020 ◽  
Vol 4 (1) ◽  
pp. 36
Author(s):  
Luana Zanotto ◽  
Fernando Donizete Alves ◽  
Carlos Januário
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Institutional Context ◽  
Pedagogical Knowledge ◽  
Physical Education Teachers ◽  
Pedagogical Content ◽  
The Subject

ResumoO objetivo deste estudo é apresentar um conjunto de assertivas teóricas acerca do conhecimento pedagógico do conteúdo de professores de Educação Física na Educação Infantil. A escolha do tema justifica-se pela possibilidade de discussão sobre os avanços e contradições da atuação desses professores na infância. Neste cerne, verifica-se que o conhecimento pedagógico do conteúdo, como agregador dos elementos da base de conhecimentos necessários para o ensino, reúne saberes acerca do sujeito para quem irá ensinar (crianças da pré-escola), sobre os temas de ensino, conhecimento pedagógico geral e do contexto das instituições. A análise empreendida permite reconhecer as potencialidades e limitações das ações pedagógicas e, em decorrência, ampliar aportes teórico-metodológicos para consolidação do professor de Educação Física na primeira etapa da Educação Básica.Palavras-chave: Conhecimento Pedagógico do Conteúdo. Professor de Educação Física. Educação Infantil.Theoretical propositional about pedagogical content knowledgeAbstractThe aim of this study is to present a set of theoretical statements about the pedagogical content knowledge of Physical Education teachers. This theme is justified by the possibility of discussing theories upon the advances and contradictions in the action for these teachers in childhood. Therefore, the pedagogical content knowledge works as an aggregator of the knowledge base elements necessary for teaching, brings together knowledge about the subject for whom it will teach (preschool children), content knowledge, general pedagogical knowledge and institutional context. The analysis achieved allows recognizing the potential and limitations of pedagogical actions and, as a result, expanding theoretical and methodological contributions to consolidate the Physical Education teachers in the first stage of Education.Keywords: Pedagogical Content Knowledge. Physical Education Teachers. Children’s Education.Propuestas teóricas acerca del conocimiento pedagógico del contenidoResumenEl objetivo de este estudio es presentar un conjunto de descriptivas teóricas acerca del conocimiento pedagógico del contenido de los maestros de Educación Física en la Educación de la primera infancia. La elección del tema se justifica por la posibilidad de crear una discusión acerca de los avances y contradicciones de la actividad de estos maestros en la infancia. En este entorno, el conocimiento pedagógico del contenido, como agregador de los elementos de la base de conocimiento necesarios para la enseñanza, reúne el conocimiento acerca del tema para el que enseñará (niños en edad preescolar), acerca de los temas de enseñanza, conocimiento pedagógico general y del contexto de las instituciones. El análisis reconoce el potencial y las limitaciones de las acciones pedagógicas y, con ellos puede expandir las contribuciones teóricas y metodológicas para consolidar el maestro de Educación Física en la primera etapa de la Educación General Básica.Palabras clave: Conocimiento Pedagógico del Contenido. Maestros de Educación Física. Educación de la Primera Infancia.

scholarly journals KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS

2014 ◽  
Vol 62 (1) ◽  
pp. 124-147
Author(s):  
Marina Miyuko Akutagawa Tacoshi ◽  
Carmen Fernandez
Keyword(s):  
General Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Structured Interviews ◽  
Chemistry Teachers ◽  
Pedagogical Content

Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools’ educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students´ higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers. Keywords: assessment, chemistry teacher education, knowledge base of teaching, pedagogical content knowledge.

A Thorough Review of Pedagogical Content Knowledge (PCK) in TOBACCO framework

2021 ◽  
Vol 7 (5) ◽  
pp. 989-996
Author(s):  
Lyu Ruifeng ◽  
Du Ping
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
English Language ◽  
Teacher Cognition ◽  
Pedagogical Content ◽  
Education And Development

Pedagogical content knowledge (PCK) has been given a lot of attention in the academic field in recent years, in particular in studies of teacher cognition and teacher knowledge. It was first put forward by Shulman as part of the knowledge base required of teachers for teaching, and has provided a crucial way of thinking for many scholars when conducting deeper study into the relationship between teachers and teaching. Therefore, more empirical studies in various contexts have been encouraged to understand teachers’ PCK and to offer suggestions for teacher education. Shulman also argued that PCK is the special mixture of content and pedagogy that represents teachers’ personal understanding of the profession, and that teachers’ teaching competence enables them to transform content knowledge into specific teaching methods for students from various backgrounds at different levels; however, he did not explain how this transformation happens. Thus, based on this research gap, the current review brought together the following key fields: teacher cognition, teacher knowledge including PCK, and teacher education and development. It argues that teachers’ pedagogical knowledge intersects content knowledge from five different perspectives: teachers’ views on knowledge base, language, learning, teaching, and reflection (TOBACCO framework) and proffers suggestions for English-language teacher education and development in China.

scholarly journals Pedagogical preparation of nursing professors for professional secondary technical education

2018 ◽  
Vol 71 (5) ◽  
pp. 2432-2439
Author(s):  
Daniela Maysa de Souza ◽  
Vânia Marli Schubert Backes ◽  
Daniele Delacanal Lazzari ◽  
Jussara Gue Martini
Keyword(s):  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Technical Education ◽  
Descriptive Study ◽  
Pedagogical Content ◽  
The Real ◽  
Technical Schools ◽  
The Difference ◽  
The Ideal

ABSTRACT Objective: To understand how the nursing professor pedagogically prepares for teaching in professional secondary technical education in the light of the Pedagogical Content Knowledge of Lee S. Shulman. Method: This is a qualitative and descriptive study. Two pedagogical workshops were held to collect data, with the participation of six professors from two technical schools. Results: The categories Pedagogical preparation for the teaching exercise and Knowledge Base for Teaching have emerged. The results revealed the difference between the real and the ideal in the perception of the participants, when their preparation for the teaching exercise is situated between the learning with colleagues and the mastery over the Content Knowledge. Final considerations: Professor training is necessary and is an alternative to qualify teaching in professional secondary technical education.

Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective

2018 ◽  
Vol 24 (1) ◽  
pp. 71-81 ◽  
Author(s):  
Le Van Canh
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Language Teacher Education ◽  
Pedagogical Content ◽  
Knowledge Of Learners

Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers’ competence to teach responsively is desired.

scholarly journals Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

2021 ◽  
Vol 6 ◽  
Author(s):  
Maria Kramer ◽  
Christian Förtsch ◽  
Birgit J. Neuhaus
Keyword(s):  
Experimental Study ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Assessment Tool ◽  
Control Group ◽  
Integrated Instruction ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Psychological Knowledge

For successful classroom instruction, teachers require a well-founded knowledge base consisting of the three knowledge facets pedagogical-psychological knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK). However, there is not yet clarity about the circumstances and instructional pathways through which teachers can best develop these knowledge facets. In an experimental study (N = 118 pre-service biology teachers), we investigated the effects of separated instruction (knowledge facets were treated successively without linking) or integrated instruction (knowledge facets were presented in an interrelated way) on PK, CK, PCK and the application of PCK in a video-based assessment tool in comparison to a control group (receiving no instruction). Both pathways of instruction were provided by a lecturer on the curricular topic of senses and sensory organs, exemplified for the topic skin. Results point to the effectiveness of both ways of instruction in terms of knowledge increases for CK and PCK. In addition, working with the video-based assessment tool may have had an additional effect on PCK. No effects for PK could be found, possibly due to a ceiling effect. Moreover, there was no effect of the intervention on the application of PCK. However, tendencies in descriptive results indicating a possible advantage concerning separated or integrated instruction with regard to CK and PCK are discussed. Overall, our results indicate that the use of video-based tools can complement instructional approaches to knowledge acquisition.

scholarly journals KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS’ TRAINING

2014 ◽  
Vol 60 (1) ◽  
pp. 79-100
Author(s):  
Carmen Fernandez
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Key Words ◽  
Content Knowledge ◽  
Professional Knowledge ◽  
Good Teacher ◽  
Pedagogical Content ◽  
Teaching Activity ◽  
Teachers Training

In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has “knowledge base”, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers’ professional knowledge and it has been widely used in the literature about teachers' knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK difficult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed. Key words: knowledge base of teaching; pedagogical content knowledge; professional knowledge; teachers’ education; teachers’ knowledge.

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