Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School

The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher’s reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.

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

Ijaz Arabi Journal of Arabic Learning ◽

10.18860/ijazarabi.v4i2.11493 ◽

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.

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Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

Journal of Educational Computing Research ◽

10.1177/0735633117752453 ◽

2018 ◽

Vol 57 (2) ◽

pp. 360-384 ◽

Cited By ~ 14

Author(s):

Ching Sing Chai ◽

Joyce Hwee Ling Koh ◽

Yiong Hwee Teo

Keyword(s):

Preservice Teachers ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

21St Century ◽

Structural Equation ◽

Intervention Program ◽

Structural Equation Models ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

New Instrument

This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection of technology, pedagogy, and content specifically for selected dimensions of 21st century learning. In addition, teachers’ design beliefs were investigated with the teachers’ TPACK. Given the conceptualization, a new instrument was designed and validated. An associated intervention program to enhance the preservice teachers' TPACK was designed and the pre- and post-course surveys were conducted. To unpack the relationships between teachers’ design beliefs and their TPACK, structural equation models were constructed and validated. The findings indicate that the instrument possesses good construct, discriminant and convergence validity, and reliabilities. The intervention enhanced the teachers’ TPACK efficacies and their design beliefs significantly, and the structural equation models indicate that the teachers’ design beliefs are significant predictors of the teachers’ TPACK. The implications of this study suggest that TPACK may be conceived differently and this may promote new intervention programs to foster preservice teachers’ TPACK and design beliefs.

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Teaching and Learning in the Digital Age

Blended Online Learning and Instructional Design for TPACK - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8879-5.ch001 ◽

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.

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“Virtual Inquiry” in the Science Classroom

Online Courses and ICT in Education ◽

10.4018/978-1-60960-150-8.ch009 ◽

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.

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Comparison of Pedagogical Content Knowledge between Expert and Novice Lecturers in Teaching and Learning Process

2014 International Conference on Teaching and Learning in Computing and Engineering ◽

10.1109/latice.2014.53 ◽

2014 ◽

Cited By ~ 4

Author(s):

Nor Hasniza Ibrahim ◽

Johari Surif ◽

Abdul Halim Abdullah ◽

Nur Amira Syafillin Sabtu

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Learning Process ◽

Teaching And Learning ◽

Pedagogical Content ◽

Expert And Novice

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Review of Literature: Pedagogical Content Knowledge and String Teacher Preparation

Update Applications of Research in Music Education ◽

10.1177/8755123318760970 ◽

2018 ◽

Vol 37 (1) ◽

pp. 13-19 ◽

Cited By ~ 1

Author(s):

Diane R. Grieser ◽

Karin S. Hendricks

Keyword(s):

Teacher Preparation ◽

Music Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Review Literature ◽

Specific Content ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

Music Acquisition ◽

String Teacher

In the past few decades, there has been an increase in the percentage of non-string specialists teaching string classes. In this article, we review literature about subject-specific pedagogical content knowledge (PCK) in general and music education settings, to better understand the challenges that teachers with limited knowledge of string-specific content may face when teaching strings students. Included in this review are discussions concerning trends in the string teacher workforce, PCK in education and music, acquisition of PCK in general settings and music teacher preparation programs, and relationships between teacher content knowledge and instructional effectiveness, both in general and string education settings. Based on this review, we recommend that preservice and professional development curricula for music teachers include comprehensive preparation in both content-specific and pedagogical-specific knowledge for teaching strings.

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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

Journal of Studies in Education ◽

10.5296/jse.v6i2.8826 ◽

2016 ◽

Vol 6 (2) ◽

pp. 241 ◽

Cited By ~ 2

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

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. This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.

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Pedagogical content knowledge in preservice preschool teachers and its association with opportunities to learn during teacher training

ZDM ◽

10.1007/s11858-019-01088-y ◽

2019 ◽

Vol 52 (2) ◽

pp. 269-280 ◽

Cited By ~ 2

Author(s):

Joke Torbeyns ◽

Sandy Verbruggen ◽

Fien Depaepe

Keyword(s):

Teacher Training ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Preschool Teachers ◽

Opportunities To Learn ◽

Pedagogical Content

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

Teknodika ◽

10.20961/teknodika.v17i1.35077 ◽

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

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 & 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 & 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.

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