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

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.

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

Language Teaching Research ◽

10.1177/1362168818777525 ◽

2018 ◽

Vol 24 (1) ◽

pp. 71-81 ◽

Cited By ~ 2

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.

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Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

Multicultural Awareness and Technology in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-5876-9.ch014 ◽

2014 ◽

pp. 286-301 ◽

Cited By ~ 2

Author(s):

Berhanu Abera

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

English Language ◽

Technological Pedagogical Content Knowledge ◽

Language Teachers ◽

Language Teacher Education ◽

Language Teacher ◽

Pedagogical Content ◽

Knowledge Framework

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

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Technological Pedagogical Content Knowledge (TPACK)

English as a Foreign Language Teachers' TPACK - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-6267-2.ch004 ◽

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.

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Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

TPACK ◽

10.4018/978-1-5225-7918-2.ch013 ◽

2019 ◽

pp. 273-288

Author(s):

Berhanu Abera

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

English Language ◽

Technological Pedagogical Content Knowledge ◽

Language Teachers ◽

Language Teacher Education ◽

Language Teacher ◽

Pedagogical Content ◽

Knowledge Framework

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Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

International Education Studies ◽

10.5539/ies.v9n5p18 ◽

2016 ◽

Vol 9 (5) ◽

pp. 18 ◽

Cited By ~ 8

Author(s):

Ceylan Yangin Ersanli

Keyword(s):

Language Learning ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technology Use ◽

English Language ◽

Technological Pedagogical Content Knowledge ◽

Language Teachers ◽

Pedagogical Content ◽

English Language Teachers ◽

Journal Entries

<p class="apa">Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The participants are 59 pre-service English language teachers enrolled in an ELT Methodology Course at a state university. The data is gathered through the TPACK Scale developed by Solak and Çakir (2014) and journal entries of pre-service English language teachers before and after the procedure. The results indicate a statistically significant improvement in TPACK scores of both male and female pre-service English language teachers. The journal entries clearly indicate an increase in several possible applications or websites that can be used in the classroom with more effective and to the point objectives. The pre-service English language teachers have also displayed better performance in manufacturing and tailoring language learning/teaching materials with specific goals.</p>

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INVESTIGATING ENGLISH LANGUAGE TEACHERS IN DEVELOPING TPACK AND MULTIMODAL LITERACY

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v7i3.9806 ◽

2018 ◽

Vol 7 (3) ◽

pp. 575 ◽

Cited By ~ 3

Author(s):

Nur Arifah Drajati ◽

Lynde Tan ◽

Sri Haryati ◽

Dewi Rochsantiningsih ◽

Hasan Zainnuri

Keyword(s):

Language Learning ◽

Pedagogical Content Knowledge ◽

Digital Media ◽

Content Knowledge ◽

English Language ◽

English Teachers ◽

Language Teachers ◽

Multimodal Literacy ◽

Pedagogical Content ◽

Technology Pedagogy

Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using qualitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers’ professional development. Keywords:

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

Problems of Education in the 21st Century ◽

10.33225/pec/14.60.79 ◽

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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Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

10.31235/osf.io/udfa6 ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Morshed Salim Abdullah Al-Jaro ◽

Adelina Asmawi ◽

Zuwati Hasim

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Student Teachers ◽

Content Knowledge ◽

Teaching Practices ◽

Teaching Experience ◽

Education Programme ◽

Basic Knowledge ◽

Pedagogical Content ◽

Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

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Modeling Active Engagement Pedagogy through Classroom Response Systems in a Physics Teacher Education Course

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v1i5.1088 ◽

2013 ◽

Vol 1 (5) ◽

pp. 523-542 ◽

Cited By ~ 5

Author(s):

Marina Milner-Bolotin ◽

Heather Fisher ◽

Alexandra MacDonald

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Methods Course ◽

Active Engagement ◽

Future Teachers ◽

Pedagogical Content ◽

Classroom Response Systems ◽

Response Systems ◽

The Impact

One of the most commonly explored technologies in Science, Technology, Engineering, and Mathematics (STEM) education is Classroom Response Systems (clickers). Clickers help instructors generate in-class discussion by soliciting student responses to multiple-choice conceptual questions and sharing the distribution of these responses with the class. The potential benefits of clicker-enhanced pedagogy include: increased student engagement, reduced anxiety, continuous formative assessment, and enhanced conceptual understanding. Most studies, however, investigate the effects of clicker-enhanced instruction in large undergraduate STEM courses. The impact of this pedagogy on learning in small secondary or post-secondary classrooms is still relatively unexplored. The context of this study is a secondary physics methods course in a Teacher Education Program at a large Canadian university. One of the course assignments required future teachers to develop multiple-choice conceptual questions relevant to the secondary physics curriculum. This study investigates the impact of modeling clicker-enhanced active engagement pedagogy on future teachers’ Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge, as revealed by this assignment. The results of the study indicate that: (1) modeling clicker-enhanced pedagogy in a physics methods course increases future teachers’ interest in active learning; (2) clicker-enhanced pedagogy is a powerful vehicle for developing Pedagogical Content Knowledge of future physics teachers; (3) clicker-enhanced pedagogy is a useful tool for teacher educators for identifying and addressing the gaps in the Content Knowledge of future teachers. This study sheds light on developing future teachers’ capacities to design and implement instruction that is driven by conceptual questions in the presence or absence of technology and the impact of this process on their Pedagogical Content Knowledge and attitudes about conceptual STEM learning.

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Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education

Teachers College Record ◽

10.1177/016146811411600204 ◽

2014 ◽

Vol 116 (2) ◽

pp. 1-48 ◽

Cited By ~ 2

Author(s):

Chen Schechter ◽

Tova Michalsky

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Pedagogical Content Knowledge ◽

Student Teachers ◽

Content Knowledge ◽

Repeated Measures ◽

Practical Wisdom ◽

Pedagogical Content ◽

Instructional Framework ◽

Preparatory Programs

Background Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Research Design We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachers’ pedagogical content knowledge and sense of teaching efficacy. Data Collection and Analysis Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable. Findings Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences. Recommendations The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.

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