R&D employee training, the stock of technological knowledge, and R&D productivity

2021 ◽  
Author(s):  
Donggyu Kim ◽  
Chang‐Yang Lee
Keyword(s):  
Employee Training ◽  
Technological Knowledge ◽  
Stock Of Technological Knowledge

Obstacles to innovation in Brazil

2017 ◽  
Vol 31 (3) ◽  
pp. 168-183 ◽  
Author(s):  
Marcia Siqueira Rapini ◽  
Tulio Chiarini ◽  
Pablo Felipe Bittencourt
Keyword(s):  
National Survey ◽  
Technological Knowledge ◽  
Industrial Firms ◽  
Stock Of Technological Knowledge

Through an investigation of data available from the Brazilian Innovation Survey (Pesquisa de Inovação) of the Brazilian Institute of Geography and Statistics (Instituto Brasileiro de Geografia e Estatística) and from a national survey on university–firm interactions (the BR Survey), the authors show that Brazilian industrial firms lack qualified individuals for two key activities: the promotion of innovation and the establishment of a dialogue between universities and firms. Brazilian firms’ weaknesses and the inadequacy of the workforce supply generate scarce (or inadequate) ‘know-why’. Furthermore, a restricted perspective in Brazilian universities, focused on creating a more educated society rather than augmenting the stock of technological knowledge, constrains the generation of ‘know-what’ and ‘know-who’.

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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