Mathematics university teachers' perception of pedagogical content knowledge (PCK)

2015 ◽  
Vol 47 (2) ◽  
pp. 185-196 ◽  
Author(s):  
Azimehsadat Khakbaz
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Content ◽  
University Teachers

scholarly journals Interconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebra

Mathematics ◽  
2021 ◽  
Vol 9 (20) ◽  
pp. 2542
Author(s):  
Diana Vasco-Mora ◽  
Nuria Climent-Rodríguez ◽  
Dinazar Escudero-Ávila
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Linear Algebra ◽  
Classroom Practice ◽  
Structured Interviews ◽  
Classroom Performance ◽  
Pedagogical Content ◽  
University Teachers ◽  
Video Recordings ◽  
Learning Capabilities

The aim of this study is to deepen our understanding of the practice of a lecturer in linear algebra by exploring the connections he makes between his content knowledge and his pedagogical content knowledge while working on the topic of matrices. Data were collected through video recordings of his classes and semi-structured interviews, and were analysed with the Mathematics Teacher’s Specialised Knowledge model. Instances of classroom performance, supported by the teacher’s own affirmations, provided evidence relating to the categories comprising the model, and enabled us to establish connections between the lecturer’s knowledge, his understanding of his students’ learning capabilities, and his knowledge of teaching mathematics, which together account for his classroom practice: the use of varied examples to introduce new content, the highlighting of the most salient aspects of the topic, and alerts about potential errors and difficulties. The contribution that these results could make to the training of university teachers, which would be done with the knowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen other elements of their pedagogical content knowledge. The interconnections between areas of knowledge identified by the study also serve to validate the usefulness of a theoretical model for studying teachers’ knowledge.

scholarly journals Subjective perceptions of ESP (English for Specific Purposes) university teachers’ professional beginnings: Quantitative research into pedagogical content knowledge

2016 ◽  
Vol 4 (1) ◽  
pp. 86-98
Author(s):  
Jana Jašková
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Research ◽  
Theoretical Background ◽  
English For Specific Purposes ◽  
Pedagogical Practice ◽  
Pedagogical Content ◽  
University Teachers ◽  
Subjective Perceptions ◽  
The Individual

Abstract The aim of this paper is to present methodology and results of a quantitative phase within a research into English for Specific Purposes university teachers and their subjectively perceived changes in pedagogical content knowledge from a retrospective view of their professional beginnings. The introduction describes the investigated issues and explains key concepts. The first chapter refers to the theoretical background of teacher professional development. Since the quantitative research phase is a part of a mixed research design, the second chapter deals with the whole research including the research objective and questions. The third chapter is devoted to the quantitative research phase during which an anonymous electronic questionnaire was sent to the whole population of Czech university teachers of English for Specific Purposes and processed statistically as well as descriptively. The fourth chapter presents the obtained quantitative data discussed within the individual components of pedagogical content knowledge - conceptions of purposes for teaching subject matter, curricular knowledge, knowledge of instructional strategies, and knowledge of students’ understanding. The conclusion summarises all the information and proposes some recommendations for pedagogical practice.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

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