scholarly journals Exploring Online Teachers’ Pedagogical Content Knowledge in Business English Teaching: A Hermeneutic Study

2021 ◽  
Vol 4 (4) ◽  
pp. 71-81
Author(s):  
Ana Mariel A. Moreno ◽  
Constantino T. Ballena
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
The Philippines ◽  
Business English ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
English Teaching ◽  
Online Teachers ◽  
Online Business

This study explored the online Business English teachers’ pedagogical content knowledge (PCK) to understand its essence in Business English teaching.  It sought to uncover what they thought about PCK in Business English lessons and how they developed their PCK as they engaged themselves in the everyday teaching of Business English. Hermeneutic phenomenology was employed since the purpose of the study concerns the reflection and interpretation of the online Business English teachers' experiences. The participants of the study were six online Business English teachers from one ESL Company in the Philippines catering to business professionals. They were chosen through homogeneous purposive sampling. The data collection included in-depth interviewing following semi-structured interviews and observations to gather rich descriptions of the participants' reflection and interpretation of their experiences. The data were analyzed using the six-step data analysis of Smith et al. (2021) due to the interpretive nature of the study. The results of the analysis revealed that the online Business English teachers thought of PCK as knowledge of strategizing, knowledge of Business English as the language in the workplace, and knowledge of Business English being distinct from General English. Additionally, the findings reported that teachers developed their PCK through several sources such as their encounter in the field, growth processes, and perceived need for further PCK development in Business English teaching. A creative synthesis captures the essential themes. Despite the online Business English teachers’ patent consciousness of their PCK in Business English, they still demonstrated the need to be exposed more to the business field and broaden their knowledge of business phrases and expressions.  Teacher interaction with various types of students, and feedback from senior colleagues helped develop and widen their PCK in Business English.

Digital Storytelling and Its Tools for Language Teaching

2018 ◽  
pp. 1005-1020
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

scholarly journals Filipino Physical Education Teachers‘ Technological Pedagogical Content Knowledge on Remote Digital Teaching

2021 ◽  
Vol 11 (9) ◽  
pp. 416-423
Author(s):  
Jem Cloyd M. Tanucan ◽  
◽  
Ma. Rosita A. Hernani ◽  
Felix Diano Jr.
Keyword(s):  
Physical Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Survey ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
The Philippines ◽  
Chi Square ◽  
Digital Platforms ◽  
Pedagogical Content

This study examined the Filipino physical education (PE) teachers’ technological pedagogical content knowledge (TPACK) on remote digital teaching approach. More specifically, it looked into their preparedness on remote digital teaching using the TPACK model, the relationship between their demographics, and the seven dimensions of knowledge of TPACK model and its interrelationship using a descriptive correlational research design. The sample was composed of 1,402 PE teachers across the three major islands of the Philippines who, using online survey, answered a 19-item questionnaire with a five-point Likert scale about their TPACK on remote digital teaching. Using the Pearson Product Moment Correlation and Chi-Square test of Independence, the study yielded four major results: 1) PE teachers have an average level of preparedness to conduct remote digital teaching in all domains of knowledge of TPACK; 2) The preparedness level of the PE teachers to conduct remote digital teaching in all domains of knowledge of TPACK is dependent to their age, sex and teaching experience, except technological knowledge, as it is independent to their highest educational attainment; and 3). There is a significant interrelationship on the PE teachers’ preparedness to conduct remote digital teaching among all domains of knowledge of TPACK. Hence, in order to successfully navigate a paradigm in education that accentuates the utilization of technology and other digital platforms, teachers have to be equipped with the tri-relationship of knowledge – content, pedagogy, and technology – through capability-building activities that consider their demographics and background.

scholarly journals Interconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebra

Mathematics ◽  
2021 ◽  
Vol 9 (20) ◽  
pp. 2542
Author(s):  
Diana Vasco-Mora ◽  
Nuria Climent-Rodríguez ◽  
Dinazar Escudero-Ávila
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Linear Algebra ◽  
Classroom Practice ◽  
Structured Interviews ◽  
Classroom Performance ◽  
Pedagogical Content ◽  
University Teachers ◽  
Video Recordings ◽  
Learning Capabilities

The aim of this study is to deepen our understanding of the practice of a lecturer in linear algebra by exploring the connections he makes between his content knowledge and his pedagogical content knowledge while working on the topic of matrices. Data were collected through video recordings of his classes and semi-structured interviews, and were analysed with the Mathematics Teacher’s Specialised Knowledge model. Instances of classroom performance, supported by the teacher’s own affirmations, provided evidence relating to the categories comprising the model, and enabled us to establish connections between the lecturer’s knowledge, his understanding of his students’ learning capabilities, and his knowledge of teaching mathematics, which together account for his classroom practice: the use of varied examples to introduce new content, the highlighting of the most salient aspects of the topic, and alerts about potential errors and difficulties. The contribution that these results could make to the training of university teachers, which would be done with the knowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen other elements of their pedagogical content knowledge. The interconnections between areas of knowledge identified by the study also serve to validate the usefulness of a theoretical model for studying teachers’ knowledge.

scholarly journals The development of pedagogical content knowledge of a mathematics teaching intern: the role of collaboration, curriculum, and classroom context

2005 ◽  
Author(s):  
◽  
Bridgette Bond Almond Stevens
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Strategies ◽  
Content Knowledge ◽  
Mathematics Teaching ◽  
Mathematics Classroom ◽  
Essential Elements ◽  
Classroom Context ◽  
Structured Interviews ◽  
Pedagogical Content

In this study I examined the role of collaboration, curriculum, and the classroom context in the development of pedagogical content knowledge of a mathematics teaching intern. Additionally, I investigated the nature of the collaborative process between the teaching intern and his mentor teacher as they collaborated on action (during structured planning time) and in action (while students were present). The teaching internship resided in a seventh-grade mathematics classroom during the teaching of a probability unit from a standards-based curriculum, Connected Mathematics Project. Using existing research, a conceptual framework was developed and multiple data sources (audio taped collaborations, observations of the intern's teaching practices, semi-structured interviews, and a mathematics pedagogy assessment) were analyzed in order to understand the teaching intern's development of knowledge of instructional strategies, knowledge of student understandings, curricular knowledge, and conceptions of purpose for teaching probability.Results identified numerous dilemmas related to planning and implementing instruction. Although the teaching intern developed pedagogical content knowledge, he often experienced difficulty accessing it while teaching. Through collaboration, curriculum, and the classroom context, the teaching intern learned to incorporate his pedagogical content knowledge in instruction. Analysis revealed that as he gained new knowledge he was able to shift his focus from content to the use of instructional strategies for teaching and learning. The curriculum was the primary focus of collaboration and initiated the intern's examination of the learning-to-teach process. Collaboration on action and collaboration in action proved to be essential elements in the development of pedagogical content knowledge.

scholarly journals The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education

2020 ◽  
Vol 10 (7) ◽  
pp. 170 ◽  
Author(s):  
Luciane F. Goes ◽  
Carmen Fernandez ◽  
Ingo Eilks
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Redox Reactions ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Master's Students ◽  
Pedagogical Content

This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers’ pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK between those in pre-service teacher education and those working as teachers. The sample included four different groups: bachelor’s students, master’s students, graduate teacher trainees, and in-service teachers. Data were collected by an online questionnaire and semi-structured interviews. The online questionnaire was developed based on misconceptions and learning difficulties regarding redox reactions. Sixty-two participants answered the questionnaire and the interviews were carried out with twelve participants. The results revealed that teaching experience makes a difference. Pre-service teachers described quite traditional and content-focused approaches while experienced teachers emphasized the application of the content. Experienced teachers showed a more developed repertoire of instructional strategies. Participants differed also in their knowledge about learners and the curriculum. Concerning assessment, practices were at a quite general pedagogical knowledge level and not domain-specific. Although teacher education in Germany includes several chances for internships, it is suggested that central aspects of teachers’ PCK start to develop and settle only when they begin to work as teachers. To avoid perpetuating traditional practices, investment in continuous professional development is needed.

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