scholarly journals Personal and Professional Needs Related to Technological, Pedagogical and Subject Content Knowledge (TPACK) of Royal University of Bhutan Faculty

2020 ◽  
Author(s):  
UGYEN CHODEN ◽  
KEZANG SHERAB
Keyword(s):  
Content Knowledge ◽  
Professional Needs ◽  
Subject Content Knowledge

scholarly journals Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Joel Samson Mtebe ◽  
Betty Mbwilo ◽  
Mussa M. Kissaka
Keyword(s):  
Secondary Schools ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
School Science ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Subject Content Knowledge ◽  
The Government ◽  
And Mathematics ◽  
Science And Mathematics Teachers

<p class="Style2">Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of <em>performance expectancy</em>, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.</p>

scholarly journals COMPETENCIES FOR FORM SIX GEOGRAPHY TEACHERS IN REACHING THE MALAYSIAN EDUCATION QUALITY STANDARDS

2019 ◽  
Vol 38 (2) ◽  
pp. 243-258
Author(s):  
Mahat Hanifah ◽  
Hashim Mohmadisa ◽  
Saleh Yazid ◽  
Nayan Nasir ◽  
Norkhaidi Saiyidatina Balkhis
Keyword(s):  
Content Knowledge ◽  
Practical Knowledge ◽  
Quality Standards ◽  
Education Quality ◽  
Quality Level ◽  
Maximum Score ◽  
Pedagogical Content ◽  
Technology Knowledge ◽  
Experience Teaching ◽  
Subject Content Knowledge

We conducted this study to evaluate the competencies of Form Six geography teachers in achieving the Malaysian Education Quality Standards. We applied a qualitative approach using the observation technique. The respondent observation consisted of three teachers who had more than 10 years of experience teaching Form Six geography and who were working in the areas of Batang Padang district, Perak and Hulu Selangor district, Malaysia. The variables we assessed were practical knowledge, subject-content knowledge, pedagogical content knowledge, pedagogical technology knowledge, teachers’ teaching of professional behaviours and attitudes, and values modified from the Quality Level Rubric of the Malaysian Education Quality Standards. The observation findings showed that each teacher scored different points, ranging from three to four for the assessed variables. Teachers’ pedagogical technology knowledge needs to be improved as two out of three teachers were still using Teaching Aid Materials such as mahjong paper and marker rather than using computer or other more recent technology due to the lack of infrastructure provided by their schools. In conclusion, Form Six geography teachers in this study have fulfilled the competence of the Malaysian Education Quality Standards by achieving the maximum score.

scholarly journals Subject Content Knowledge Transfer

Philologia ◽  
2014 ◽  
Vol 12 (12) ◽  
pp. 13-21
Author(s):  
Joanna Kic-Drgas
Keyword(s):  
Knowledge Transfer ◽  
Content Knowledge ◽  
Subject Content Knowledge

scholarly journals Important Biological Issues for Elementary Pupils – A Study of Elementary Pre-service Teachers’ Conceptions

2017 ◽  
Vol 13 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Eija Yli-Panula ◽  
Eila Jeronen ◽  
Heidi Seiko-Ahlströn ◽  
Elsa Ruotsalainen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Questionnaire Survey ◽  
Background Information ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Self Evaluation ◽  
Core Curricula ◽  
Subject Content Knowledge ◽  
Science Educators

This study aimed to investigate what kind of conceptions pre-service teachers have concerning the issues they find important in teaching and management of biology in order to be able to provide adequate learning to Finnish elementary school pupils. A questionnaire survey was conducted over three years in a Finnish university. Answers were subjected to content-based analysis. As background information, the pre-service teachers’ self-evaluation estimations of their biological content knowledge and management were measured.The important issues mentioned by pre-service teachers were mainly knowledge and skills, also experiences, attitudes, teaching, and some other matters concerning the Finnish National Core Curricula were mentioned. The conceptions of pre-service teachers were discussed in connection with subject content knowledge and pedagogical content knowledge. The implications for science educators were also presented.

scholarly journals The Development of an Inclusive Model to Construct Teacher’s Professional Knowledge: Pedagogic content knowledge for sound-based music as a new subject area

2019 ◽  
Vol 24 (3) ◽  
pp. 274-288
Author(s):  
Motje Wolf ◽  
Sarah Younie
Keyword(s):  
Content Knowledge ◽  
Music Teachers ◽  
Traditional Music ◽  
Subject Area ◽  
Electroacoustic Music ◽  
Pedagogic Content Knowledge ◽  
Knowledge Domains ◽  
Subject Content Knowledge ◽  
Teaching Music ◽  
Epistemological Analysis

This article outlines a systematic process for developing the different knowledge domains required for teaching sound-based (electroacoustic) music as a new subject area. As a new area within the discipline of music, teachers are novices to the field. This requires epistemological deconstruction of what knowledge teachers need in this new field. Then the analysis outlines how to develop teachers’ new knowledge, which can be constructed as subject content knowledge (SCK), pedagogic content knowledge (PCK) and technology pedagogic content knowledge (TPACK). This epistemological analysis informed our creation of teaching materials that develop these different knowledge domains and take account of the complex interplay between them. This process was demonstrated through the ElectroAcoustic Resource Site Projects, which first built subject content knowledge and then created teacher’s packs to build pedagogic content knowledge, and a bespoke CPD programme, which embedded their inter-relationships and built technology pedagogic content knowledge. Most importantly, creating the teacher’s packs employed a user-centred design approach, putting teachers and pupils in the centre of the development process, thereby giving them voice. Voice is an integral part of empowerment in our model, which disrupts the hegemonic grip of the academic curriculum dominated by the traditional music canon. This article adds to the knowledge-base regarding how to develop the different domains required for teaching a new subject. We argue that sound-based music is accessible to all teachers and learners, thereby increasing inclusivity. This in turn can radically disrupt ways of teaching music in schools and the model created provides the necessary scaffolding for a paradigm shift in music teaching on an international level.

scholarly journals Lesotho's students' achievement in mathematics and their teachers' background and professional development

Pythagoras ◽  
2009 ◽  
Vol 0 (70) ◽  
Author(s):  
David Mogari ◽  
Jeanne Kriek ◽  
Gerrit Stols ◽  
Ogbonnaya U. Iheanachor
Keyword(s):  
Professional Development ◽  
Correlation Coefficient ◽  
Content Knowledge ◽  
Significant Relationship ◽  
Teaching Experience ◽  
Teacher Background ◽  
Teacher Qualification ◽  
Subject Content Knowledge ◽  
Quality Professional Development ◽  
The Relationship

The study sought to obtain information on the relationship, if any, between students' achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between students’ achievement and teacher background and an insignificant relationship between students’ achievement and the extent of professional development. Of the three components of teacher background (viz., qualification, subject major and teaching experience), teacher qualification showed the strongest significant relationship with students’ achievement, followed by level of subject major. But teaching experience displayed a curvilinear significant relationship with students’ achievement. It was concluded that quality qualifications and deep subject content knowledge tend to make teachers more effective while teachers improve and develop when they are exposed to quality professional development programmes.

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