scholarly journals ECONOMICS TEACHERS’ USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS

2020 ◽  
Vol 78 (3) ◽  
pp. 371-393
Author(s):  
Ijeoma Chidinma Ogbonnaya ◽  
Andile Mji ◽  
Oliva Neo Mafa-Theledi ◽  
Beatrice Ngulube
Keyword(s):  
South Africa ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Structured Interview ◽  
School Level ◽  
Market Dynamics ◽  
Pedagogical Content ◽  
Descriptive Case Study ◽  
Knowledge Domains

The poor learners’ understanding of specific topic ‘Market Dynamics’ (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners’ understanding of MD. This research aimed to examine economics teachers’ teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK. Using Mavhunga’s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in–depth understanding of teachers’ use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers’ use of TS-PCK based on ‘representations’ revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development. Keywords: content knowledge, economics teachers, pedagogical content Knowledge, topic specific pedagogical content knowledge, market dynamics.

scholarly journals Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Abdul Razif Zaini ◽  
Yaakob Hassan ◽  
Zulkefli Hamat ◽  
Taufik Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Online Assessment ◽  
School Teachers ◽  
Learning Session ◽  
Pedagogical Content ◽  
Essential Components

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2016 ◽  
pp. 1103-1119
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 986-1002
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

“Virtual Inquiry” in the Science Classroom

2011 ◽  
pp. 109-119
Author(s):  
Eva Erdosne Toth
Keyword(s):  
Instructional Design ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Inquiry Teaching ◽  
Design Decisions ◽  
Pedagogical Content ◽  
Research Findings ◽  
Classroom Inquiry

The article examines prior research on students’ difficulties with inquiry learning and outlines research-based decisions for the consideration of software-based scaffolds for inquiry teaching and learning. The objective is to detail research findings in a way that assists teachers in their development of pedagogical content knowledge as relevant to the selection and use of technological tools for classroom inquiry in the high school biology or college introductory biology classrooms. Employing a worked-out-example in the popular domain of DNA science, the article illustrates the research-based integration of instructional design decisions coordinated with the features of selected software tools. The coordination of software-design with instructional design has the potential of significantly enhancing students’ learning while also supporting the development of teachers’ technological pedagogical content knowledge.

scholarly journals What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge

2016 ◽  
Vol 6 (2) ◽  
pp. 241 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Past Research ◽  
Vital Role ◽  
Subject Matter Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

<p>This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. <span style="font-size: 10px;">This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.</span></p>

scholarly journals Persepsi Mahasiswa dan Instruktur tentang Technological Pedagogical Content Knowledge (TPACK) Instrukstur Bahasa Inggris di Indonesia

Teknodika ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 76
Author(s):  
Badi'atul Azmina ◽  
Mar’atus Solihah
Keyword(s):  
University Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Positive Response ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Self Perceptions ◽  
Collecting Techniques ◽  
The Right

<em>In recent years, the development of ICT inevitably influences the teaching and learning process. The instructor should be able to integrate Technological Pedagogical Content Knowledge (TPACK) in the classroom. Hence, few studies investigate perceptions of university students and self-perceptions of English instructor’s TPACK, especially in Indonesia. The primary purpose of this study was to find out university students’ perceptions of English Course Instructor’s TPACK, Instructor’s self-perceptions of TPACK, and whether they shared the same perceptions or not. This study was qualitative research in one of the universities in Indonesia. The data collecting techniques were a questionnaire, interviews, and document analysis. This study adopted Jang &amp; Chang questionnaire of TPACK perceptions. The results revealed that university students had a positive response toward the instructor’ TPACK. Similarly, instructor’s self-perceptions also showed that instructor confidently declared that she knew well about the content of the teaching, and the right pedagogy used to deliver the content well. They shared the same perceptions of the English course instructor’s TPACK in Subject Matter Knowledge (SMK) and Instructional Representation &amp; Strategies (IRS). However, they had different perceptions of Technology Integration and Application (TIA). The research implications of this study were as assessment examples of instruction of TPACK by university students and self-perceptions.</em>

scholarly journals CURRENT TRENDS IN TPACK RESEARCH IN ENGLISH LANGUAGE EDUCATION: A SYSTEMATIC REVIEW OF LITERATURE FROM 2017 TO 2021

2021 ◽  
Vol 6 (43) ◽  
pp. 219-234
Author(s):  
Pei Sing Lim ◽  
Wardatul Akmam Din ◽  
Nik Zaitun Nik Mohamed ◽  
Suyansah Swanto
Keyword(s):  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Technological Pedagogical Content Knowledge ◽  
English Language Education ◽  
Pedagogical Content ◽  
Current Trends

In this 21st century, traditional ways of teaching and learning have been changed with the evolution of technology. Technological Pedagogical Content Knowledge (TPACK) is one of the conceptual models developed by researchers to facilitate teachers’ professional development. It is believed that TPACK should be developed and mastered by teachers to achieve effective implementation of technology in teaching and learning. This systematic literature review aims to investigate current trends in TPACK research in English language education literature published between 2017 to 2021. The keywords “Technological Pedagogical Content Knowledge”, “TPACK”, “English language”, “ESL”, “EFL” and “English teachers” with some modifications using “AND” and “OR” were used to obtain relevant articles from Scopus and ProQuest databases. The study inclusion process was done following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020’s framework. There were 14 articles yielded and included in this systematic literature review. The results show that TPACK studies in English language education were carried out worldwide. Moreover, half of the reviewed studies used pre-service English language teachers as the participants while others used in-service or both of them. Meanwhile, some studies used English language learners as the participants. In addition, there are a variety of methods including quantitative, qualitative and mixed method employed by the researchers of reviewed studies. We also identified 5 key emerging themes of the reviewed studies including measurement of TPACK level (64%), the relationship between TPACK and other variables (29%), strategy to develop TPACK (29%), implementation of TPACK (14%) and development of TPACK instrument (21%). This paper implies researchers in the English language education field, especially in Malaysia. Further studies on TPACK need to be conducted due to the limited current research in Malaysia.

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