scholarly journals Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies

2015 ◽  
Vol 2015 ◽  
pp. 1-23 ◽  
Author(s):  
Marie Evens ◽  
Jan Elen ◽  
Fien Depaepe
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Qualitative Methodology ◽  
Intervention Studies ◽  
Educational Practice ◽  
Teaching Quality ◽  
Lessons Learned ◽  
Future Research ◽  
Pedagogical Content

Pedagogical content knowledge (PCK) is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective) teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science), a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1) How are the studies designed? (2) How are the interventions designed? and (3) What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and science education and use a qualitative methodology. Reflection, PCK courses, contact with other teachers, and experiences in educational practice are typically part of effective interventions. The review enables the identification of clear guidelines that may strengthen future research on stimulating PCK.

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

scholarly journals EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

2019 ◽  
Vol 10 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Dwi Juniati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Pedagogical Content ◽  
Good Communication ◽  
Good Communication Skill ◽  
Two Factors ◽  
The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

scholarly journals Analisis Pedagogical Content Knowledge Guru dan Calon Guru pada Pembelajaran Matematika

2019 ◽  
Vol 3 (1) ◽  
pp. 149-163
Author(s):  
Christine Iriane Gultom ◽  
Helti Lygia Mampouw
Keyword(s):  
Data Collection ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Research Method ◽  
School Teacher ◽  
Mathematics Learning ◽  
Student Understanding ◽  
Primary School Teacher ◽  
Pedagogical Content

Pedagogical Content Knowledge (PCK) is an important thing that must be mastered by teachers and prospective teachers to find out how to teach certain content to improve student understanding. The purpose of this research was to analyze the pedagogical content knowledge of teachers and prospective teachers in elementary in mathematics learning. The research method is descriptive qualitative. The focus of this research is the Wiyata Bakti teacher at SD Kaligentong 01 Ampel and prospective primary school teacher. The method of data collection in this research uses questions and interviews consisting of questions that are used to collect data relating to 7 components of PCK. The results of this research indicate that the PCK owned by the teacher is good in mathematics learning and PCK owned by prospective teacher is good enough in mathematics learning. Pedagogical Content Knowledge (PCK) merupakan hal penting yang harus dikuasai oleh guru dan calon guru untuk mengetahui bagaimana mengajarkan konten tertentu untuk meningkatkan pemahaman siswa. Tujuan penelitian ini untuk menganalisis pedagogical content knowledge guru dan calon guru SD pada pembelajaran matematika. Metode penelitian yang digunakan adalah deskriptif kualitatif. Fokus penelitian ini adalah guru wiyata bakti di SD Kaligentong 01 Ampel dan calon guru. Metode pengumpulan data pada penelitian ini menggunakan soal dan wawancara yang terdiri dari butir-butir pertanyaan yang dipergunakan untuk mengumpulkan data yang berkaitan dengan 7 komponen PCK. Hasil penelitian ini menunjukkan bahwa PCK yang dimiliki guru sudah baik dalam pembelajaran matematika dan PCK yang dimiliki calon guru cukup baik dalam pembelajaran matematika

scholarly journals Profil Pedagogical Content Knowledge (PCK) Mahasiswa Calon Guru Matematika Ditinjau dari Kemampuan Akademiknya

2016 ◽  
Vol 1 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Maryono Maryono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Case Studies ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Qualitative Approach ◽  
Academic Ability ◽  
Pedagogical Content ◽  
Level 1 ◽  
Level 2

The research of Pedagogical Content Knowledge (PCK) uses a qualitative approach with case studies. The purpose of this research is to obtain the Pedagogical Content Knowledge (PCK) of prospective teachers of mathematics in terms of academic ability. Data were analyzed in the form of documents and interview with the subjects were prospective teachers of mathematics in IAIN Tulungagung and STKIP PGRI Tulungagung. The results showed that a group of students with excellent academic ability and a group of students with good academic ability, content knowledge, knowledge of teaching, and knowledge of students are relatively same. Most of the content knowledge at level 1, knowledge of teaching at level 2, and knowledge of students at level 1. While the group of students with academic ability can reasonably be concluded that content knowledge at level 0, knowledge of teaching at level 1, and knowledge of students at level 1.

scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE DEPELOPMENT OF SCIENCE PROSPECTIVE TEACHERS IN PROFESSIONAL PRACTICE PROGRAM

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Diana Rochintaniawati ◽  
Ari Widodo ◽  
Riandi Riandi ◽  
Lina Herlina
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Practice ◽  
Prospective Teachers ◽  
Junior High School ◽  
Lesson Study ◽  
Study Data ◽  
External Factors ◽  
Internal Factors ◽  
Pedagogical Content

The study of “Pedagogical Content Knowledge Development of Science Prospective Teachers in Professional Practice Program” was conducted in one junior high school located in Bandung. The purpose of the study was to analyze the level and pattern of science prospective teachers’ PCK development as measured by CoRe. The study involved students who enrolled professionals practice program. Mixed methods, quantitative and qualitative research was utilized as a method in the study. Data collected by the coding and scoring of the CoRe instruments were analyzed  quantitatively; and data gained from observation, documentation, and interviews were analyzed qualitatively. The results showed that the PCK of prospective teachers are in the maturing PCK (level 3) and growing PCK (level 2). There are two patterns of PCK development showed by prospective teachers i.e. rising and fluctuative. The prospective teachers who are in the mature PCK show the pattern of rising, whereas prospective teachers who are in the growing PCK show fluctuative pattern. The study reveals that external and internal factors influenced the development of PCK. The pattern of guidance, lesson study activities, and intensity guidance are external factors that influenced the pattern of prospective students’ PCK development. Psychological effect that exists between teachers and students, the motivation of self to expand the horizons of knowledge, communication skills, and teaching experiences are the internal factors that influenced the development of prospective teacher PCK. The study suggests that the development of prospective teachers PCK in the program can be improved when supervisor and prospective teachers put consideration to those internal and external factors that influence the development of PCK.

Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK)

2021 ◽  
Author(s):  
Rana Najjari ◽  
Gholam reza Abbasian ◽  
Massood Yazdanimoghaddam
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Learning By Doing ◽  
Future Research ◽  
Computer Assisted ◽  
Positive Contribution ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
The Impact

Abstract This research aimed to study the impact of “Technological Pedagogical Content Knowledge” (TPACK) workshops on Iranian EFL teachers’ and their TPACK progress after implementation of workshops. TPACK workshops were implemented by using TPACK framework (Koehler & Mishra, 2006) and “learning by doing” method (Hegelheimer & Chapelle, 2004) to investigate in what manner English teachers expand TPACK skills and use it in instruction. 15 EFL teachers who attended this qausi-experimental research design were the participants of this study who attempted two separate TPACK literacy, implementation and perceptions questionnaires. Findings resulted in positive contribution to the target teachers after TPACK workshop implementation. Moreover, it was observed that participants’ perceptions towards TPACK literacy developed in the light of TPACK workshops. Thereby, the study develops a new perspective and provides empirical evidence in the investigation of integrating technology and knowledge in teaching English and Computer-Assisted Language Learning (CALL) in Iran. Also, the theoretical and pedagogical recommendations for future research and practice are provided.

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