The Relationship Between Pedagogical Content Knowledge and Expertise of Leisure Sports Instructors

Technological pedagogical content knowledge (TPACK) is a relatively new learning model in the world of education. The practice of implementing this method includes mastery of technology, pedagogy and knowledge of learning content. TPACK is involved in the process of compiling learning designs, learning models and strategies, assessing and rearranging connected curricula and making technology the basis of reference for educational development. The research was carried out randomly on college students and the results of the research were described using a qualitative descriptive method. The relationship between TPACK and modernization in the world of education are two inseparable things, the inclusion of technology in elements of Indonesian education has had a significant effect and has changed the conventional order with a new order of methods and is expected to bring Indonesian education to a more advanced direction. It is hoped that research can provide benefits for developing the field of the education system as well as as additional information for other research.

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

Journal on Mathematics Education ◽

10.22342/jme.10.2.7326.185-202 ◽

2019 ◽

Vol 10 (2) ◽

pp. 185-202 ◽

Cited By ~ 3

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.

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Teachers’ Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These

International Education Studies ◽

10.5539/ies.v10n3p54 ◽

2017 ◽

Vol 10 (3) ◽

pp. 54

Author(s):

Agah Tugrul KORUCU

Keyword(s):

Pedagogical Content Knowledge ◽

Technology Acceptance ◽

Content Knowledge ◽

Web Applications ◽

Point Of View ◽

Educational Levels ◽

Pedagogical Content ◽

Screening Model ◽

The Relationship

The goal of this study is to analyze the situations of teachers’ technology acceptance and usage (TAU) and web pedagogy content knowledge (WPACK) in terms of different variations and to determine of the relationship between these two. The study group of this research consists of 96 teachers in total having different variations such as different branches, different professional seniorities, different ages and different educational levels they work in. Data collection tools comprising of 3 open-ended questions which are developed and structured by researchers and two different scales measuring technology acceptance and usage and web pedagogical content knowledge are utilized in this study. The scales and structured forms are applied through random sampling with screening model. In the results of the research, teachers’ technology acceptance and usage situations, web pedagogical content knowledge situations and their sexes and web 2.0 technologies usage situations don’t differ in terms of the dimensions and the entirety of the scales. The following are established according to the results; there are differences among teachers’ TAU situations, there aren’t any differences among their WPACK in terms of their branches; there aren’t any differences among their TAU situations and there are differences among their WPACK situations in terms of their ages; TAU and WPACK situations are not reasonable statistically in terms of their professional seniorities and educational levels they work in. Furthermore, it is also determined that web applications usage durations are not reasonable in terms of their TAU situations but they are reasonable in terms of WPACK. The answers which teachers provided towards open-ended questions are established to be categorized as education, technology, interaction, visuality, source and development. Additionally, it is settled that there is a low correlation between TAU and WPACK situations but it is possible to form a model between them. From the point of view of the findings of this study, it is suggested that knowledge and information regarding technology integration is provided experimentally to teachers in in-service seminars.

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Linking pre-service teachers’ enacted topic specific pedagogical content knowledge to learner achievement in organic chemistry

Chemistry Education Research and Practice ◽

10.1039/d0rp00285b ◽

2021 ◽

Author(s):

Olutosin Solomon Akinyemi ◽

Elizabeth Mavhunga

Keyword(s):

Organic Chemistry ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teacher Education ◽

Achievement Tests ◽

Analysis Of Covariance ◽

Pedagogical Content ◽

Learner Achievement ◽

Significant Difference ◽

The Relationship

This paper reports on the relationship between the pre-service teachers’ enacted Topic Specific Pedagogical Content Knowledge (eTSPCK) observable in the classroom teaching of Organic Chemistry and learner achievement in the topic. The study employed a mixed-methods research design with a sample of 17 pre-service teachers (PSTs). The PSTs were drawn from a Chemistry methodology class exposed to an intervention which focused on the pedagogical transformation of content knowledge of Organic Chemistry at a South African University. A sub-set of 4 of the PSTs was followed during a teaching practicum where the PSTs conducted lessons on Organic Chemistry with 88 Grade 12 Secondary School physical sciences learners in South Africa. Data collected were the video-recordings of the 4 PSTs’ classroom teachings, lesson plans, pre-and post-lesson interviews, and learners’ content knowledge pre-and post-achievement tests on Organic Chemistry prior to and immediately after the PSTs’ teachings, respectively. The video recorded lessons were analysed using an in-depth qualitative method of identifying TSPCK episodes and the interviews were analysed using content analysis. The learners’ achievement tests were scored using a memorandum of correct responses. The Rasch Model Analysis, Analysis of Covariance and Correlation analysis were employed in determining the relationship between PSTs’ eTSPCK and learner achievement. The analysis revealed a statistically significant difference across the means of the learners’ pre/post-tests, as well as a significant positive correlation between pre-service teachers’ eTSPCK and learners’ post-test achievement following the teaching. The correlation was found to increase in positive strength with the displayed higher quality categories of TSPCK episodes. The implications and recommendations for science teacher education are discussed.

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