Development of an Artificial Intelligence Technology Pedagogical Content Knowledge (AI-TPACK) Scale for Human and AI Concurrently as Teachers

This study investigated the nature of the pedagogical content knowledge (PCK) development among 22 prospective teachers enrolled in an elementary science methods course. The nature of prospective teachers’ PCK development was investigated in relation to their experiences in planning, enacting, and reflecting upon a Physical science lesson. The study was framed by the literature on the nature of PCK and PCK development. Narratives, together with other data sets, were used to embed the prospective teachers’ experiences throughout the 15-week methods course. Data analysis indicated that prospective teachers’ orientation to teaching was focused on keeping students’ engaged with teacher-centered or student-centered activities and was a needed requirement for learning science content. This orientation to teaching also served as the predominant knowledge component that scripted, filtered, amplified and mediated the other PCK components, and thereby dictated the prospective teachers’ PCK development traced across time. This orientation was also used as a frame of reference to plan, enact, and reflect upon science lessons. Implications include the need for teacher educators to provide authentic platforms for prospective teachers to trace and track their PCK development. Authentic platforms include the use of studenting and teaching narratives together with other praxis tools, and the use of domain/discipline-specific PCK as a frame of reference to provide the essential explanatory factor for understanding PCK development from the dynamic processes of planning, enacting, and reflecting upon science lessons respectively.

PurposeTo understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.Design/methodology/approachFollowing a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher.FindingsThe results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge.Originality/valueThis study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK.

Teachers must draw upon their pedagogical content knowledge (PCK) to effectively teach their disciplinary content. While there are abundant studies on teachers’ PCK, those focused on career-change teachers are limited. This study examines the PCK development of pre-service STEM career-change teachers, an increasingly prominent group of teachers recruited to fill teacher shortages in STEM-related subjects in many education systems worldwide. Using a self-reflection questionnaire and a semi-structured interview, this study examines the PCK development of seven STEM career-change teachers in Australia in the context of teaching placement. Findings indicate that the work experiences of STEM career-change teachers positively influenced their teaching orientations and shaped their knowledge of the curriculum and instructional strategies. However, their PCK development is impeded by their limited understanding of the learners and assessments. The study also revealed the relationship tensions between pre-service career-change teachers and their mentors, which impacted PCK development. These findings highlighted the need to reconceptualise teacher education programmes for career-change teachers to harness their diverse experiences better and address specific learning needs. It is also critical to re-examine the teaching placement model to address career-change teachers’ unique personal and professional considerations. This study contributes to the limited yet essential research on career-change teachers’ PCK development.

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the teaching of a newly introduced topic in the curriculum, polymerase chain reaction and their PCK development from the pre-lesson planning phase through the interactive phase to the post-lesson reflection phase. Multiple data sources included classroom observations, field notes, semi-structured interviews and classroom artefacts. It was found that the teachers’ previous experience informed their planning for teaching the new topic, but in qualitatively different ways. This, in turn, had a bearing on their new PCK development. Subject matter knowledge (SMK) can not only facilitate but may also hinder this development. Our findings identify two types of experienced teachers: those who can capitalise on their previous teaching experiences and SMK to develop new PCK and those who do not. The critical difference is whether in the lesson planning stage, the teacher shows the disposition to draw on a generalised mental framework that enables the teacher to capitalise on his existing SMK to develop new PCK. Helping teachers to acquire this disposition should be a focus for teacher training in light of continuous curriculum changes.

In today's digital age, incorporating technology in teaching has become increasingly important. To prepare future teachers, understanding the factors that influence the development of teachers' corresponding knowledge base is crucial. However, not only is there a small number of studies investigating the development of pre-service teachers' professional knowledge, but these studies also predominantly rely on cross-sectional and/or self-reported data. This pre-post study investigated the factors associated with the development of digital media Pedagogical Content Knowledge (PCK) in physics teacher education through a seminar-based approach with N = 66 pre-service teachers (PSTs). Investigated factors include PSTs' PCK about students' conceptions (PCK-SC), general motivation to use digital media, interest in digital media, and previous experience with digital media. The findings suggest that a strong foundation in various aspects of PCK is essential for the development of digital media PCK, as PSTs' PCK-SC has proven to be a positive predictor for the development of PTSs' digital media PCK. Surprisingly, the study found that higher motivation to use digital media negatively affects the development of digital media PCK, suggesting that excessive motivation may hinder the acquisition of digital media PCK. Additionally, the study found that PSTs' interest in digital media positively influenced the development of digital media PCK, while previous experience with digital media had a negative impact on its development. The study suggests that future research should focus on investigating the general professional knowledge of PSTs and identifying the proficiency levels of PCK needed for the development of digital media PCK. It also emphasizes the importance of considering both, cognitive and affective aspects of teacher preparation, as seminars that solely focus on motivation may not be adequate in fostering effective technology integration. The study recommends that seminars on digital media integration should be situated at later stages of teacher education or after introductory courses that cover other facets of PCK. Furthermore, integrated seminars addressing multiple facets of PCK alongside digital media PCK could be explored in future research. Overall, this study provides insights into the factors influencing PSTs' development of digital media PCK and suggests avenues for further research to improve the integration of digital media in teaching practices for enhanced student learning outcomes.

Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice

It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier research indicates that many teachers have a low self-efficacy for teaching sustainability issues. This study aimed to explore how science teacher teams in Swedish upper secondary schools can develop their knowledge and expertise in sustainable development (SD) through collective reflections with the support of the reflective tool Content Representation (CoRe). Science teachers’ pedagogical content knowledge (PCK) development in teaching SD was examined. Twelve in-service science teachers participated in the study. The qualitative research design included semi-structured interviews and science teacher teams’ collective meetings. The findings covered four themes about how the collective reflections with support of the CoRe tool stimulated teachers’ PCK development: (1) creating structure and a focus for learning conversations, (2) modification of the teaching approach, (3) development of new content knowledge and pedagogical knowledge in SD, and (4) shared language to stimulate equal opportunities for students to learn SD. The conclusion is that with the support of CoRe, the teacher team’s collective PCK in SD was developed; therefore, we recommend that decision-makers within the school system organize regular meetings in science teacher teams and introduce CoRe to the teachers.

In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers´ writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eR´s) were used to document and to describe teachers’ PCK. Analysis of discursive interaction patterns was performed during lessons. Data analysis was based on the components of teacher knowledge as described in the Morine-Dershimer Model. The development of PCK was enhanced during the pre-service teacher education through the experiences of planning and conducting interventions in the classroom and particularly during the reflection-on-action activities. Results after three years of professional experience revealed an improvement in these teachers’ PCK and highlighted the central role of the reflection process and practical experience. From the analysis carried out, it emphasized the need to act in these early years of professional experience through collaborative groups, supporting the reflection process and aiming to contribute more directly to the development of teachers' PCK. Key words: pedagogical content knowledge, teacher's knowledge, teacher’s professional development.

Introduction In this preliminary study on the development of pedagogical content knowledge among student teachers in the National Institute of Education, Singapore, Economics and Primary Social Studies student teachers self-report their progress in their professional development upon exit of teacher training using a survey instrument adapted from Ho’s (2003) pedagogical content knowledge development model. The purpose of this study is to use data on the student teachers’ perceived accumulation of pedagogical content knowledge to throw light on the effectiveness in the teaching areas of Economics and Primary Social Studies in order to better develop pedagogical content knowledge among student teachers. Pedagogical Content Knowledge Pedagogical content knowledge is that unique professional understanding that allows teachers to integrate, transform and represent subject matter knowledge in ways that students can understand. Shulman (1987) defined pedagogical content knowledge as Identify[ing] the distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an understanding of how particular topics, problems or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction. Pedagogical content knowledge is the category most likely to distinguish the understanding of the content specialist from that of pedagogue. (p. 8) Often, teachers develop their pedagogical content knowledge through their practical experiences. It is therefore important and necessary to provide teachers the opportunities, time, reasons and mechanisms for them to engage in dialogues and discussions that would help them to articulate their pedagogical content knowledge gained from their practical experiences. In essence, it is necessary to assess and measure the development of pedagogical content knowledge. For teacher educators, preliminary findings of how pedagogical content knowledge has been achieved by student teachers would guide in the design and implementation of teacher education for student teachers.

Development of professional vision and pedagogical content knowledge during initial teacher education

Considering the amount of time prospective teachers spent in practicum during teacher education programs, it is important to understand how they develop their knowledge of teaching and learning in this setting and further inform how teacher educators can design adequate support. The objective of this study is to investigate a group of secondary prospective science teachers’ knowledge development as described by the pedagogical content knowledge (PCK) framework when they attended practicum associated with a block of teacher education courses. With qualitative approaches, we analyzed prospective teachers’ interviews to probe their learning experiences. Results show that prospective teachers’ development of PCK is idiosyncratic, and they implemented different strategies to learn in the practicum when they are in the same practicum classes. Implications of designing practicum experiences to support prospective teacher learning are discussed.

Pedagogical content knowledge (PCK)—that is, knowledge necessary to make subject matter accessible to students—is considered to be a key component of teacher competence. Thus, how teachers develop PCK is an important issue for educational research and practice. Our study aimed at investigating the conditions of development of PCK, and especially at testing competing assumptions about the role of prior content knowledge (CK) and prior pedagogical knowledge (PK) for PCK development. We targeted three assumptions: (1) CK and PK amalgamate, (2) CK is a necessary condition and facilitates PCK development, and (3) CK is a sufficient condition for teachers’ PCK development. One hundred German pre-service elementary teachers participated in a randomized controlled trial. Participants’ prior knowledge was manipulated through five courses, constituting three experimental conditions and two controls. In this chapter, we report on the conceptualization of the treatments, and provide a detailed analysis of our knowledge measures. We further give an overview of the initial, preliminary results of the experiment. The findings of our study may have important implications for the discussion of how PCK can best be fostered in teacher education.

Higher education instructors tried to find best teaching ways during the pandemic. Instructors who were faced with emergency situations used various technologies to deliver their courses. In this study, an online survey was used to ask instructors about their experiences regarding their development of technological pedagogical content knowledge (TPACK) during emergency remote teaching (ERT); 231 responses were received from instructors from faculties of education. The survey was a five-point Likert-type scale include the dimensions of pedagogical knowledge, pedagogical knowledge, technological knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. Instructors rated their own non-technological knowledge (pedagogical knowledge, content knowledge, and pedagogical content knowledge) relatively higher than their knowledge including technology (technological knowledge, technological pedagogical knowledge, and technological content knowledge). The findings indicate that instructors had a consistently high level of perceived knowledge in all TPACK dimensions. Regarding developments in instructors’ TPACK, several suggestions were made, including novel technologies and pedagogies specialized for ERT.

This comprehensive study delves into the intricate web of diverse sources that influence the development of Pedagogical Content Knowledge (PCK) among educators in a multitude of educational settings. By exploring the impact of factors such as teacher education programs, classroom experiences, professional development workshops, specialized content knowledge, mentorship programs, and technology integration, this research aims to provide a holistic understanding of how educators acquire, refine, and apply their PCK. Through an in-depth analysis of these multifaceted sources, this study seeks to shed light on the complex interplay between different influences on PCK development and their implications for enhancing teaching practices and fostering effective student learning outcomes.

O conhecimento pedagógico do conteúdo é concebido como o responsável por transformar o conhecimento do conteúdo dos professores em conhecimento ensinável e compreensível pelos alunos. Para o desenvolvimento desse conhecimento na formação inicial em Educação Física, tem sido recomendada a aproximação entre os contextos de formação e da Educação Básica, especialmente por meio de estratégias de práticas pedagógicas. Diante disso, este ensaio teórico objetivou apresentar e discutir alguns critérios que subsidiem os programas de formação inicial em Educação Física nas tarefas de estruturação e de implementação dessas práticas pedagógicas. As informações analisadas permitem identificar cinco diferentes aspectos que podem orientar os programas de formação: local de realização (Instituição de Ensino Superior, escola ou espaços comunitários); quantidade de estudantes-professores ministrantes (grupos, trios, duplas ou individualmente); alunos participantes (colegas ou alunos da comunidade); quantidade de alunos participantes (um, dois, pequenos grupos ou a turma inteira); e quantidade de atividades ministradas (uma, uma sequência pedagógica ou uma unidade didática completa). A literatura sugere, ainda, que o alcance dos objetivos das práticas pedagógicas nos programas de formação inicial depende das concepções que os programas de formação, os professores-formadores e os estudantes-professores têm a respeito da participação dessas estratégias formativas na formação dos futuros professores de Educação Física. Acredita-se, pois, que esses cinco critérios contribuam para a implementação de diferentes modalidades de práticas pedagógicas, as quais permitirão ao conhecimento pedagógico do conteúdo atuar como interlocutor entre a base de conhecimentos para o ensino e o contexto de ensino e aprendizagem, o que potencializará o gradativo desenvolvimento do próprio conhecimento pedagógico do conteúdo e a formação docente dos futuros professores ao longo da formação inicial em Educação Física.