Content Knowledge Competencies Research Articles

Diagnosis of Physical Education Teachers Welcoming Industry 5.0 Using the TDC Method

The purpose of this study is to understand the challenges faced by the physical education teachers, nowadays, in industry 5.0. The method used was the IT literacy survbey along with Teacher Digital Competence (TDC). Meanwhile, qualitative research was done by distributing questionnaire and tests knowledge to 103 students of Internal Teacher Professional Education Position 2022. The sample selection technique used was purposive sampling, based on purpose and availability sample for inspection. Results were obtained from technical competence 77.38% mastered, while 22.62% did not master; content knowledge competence 69.91% who answered correct and 31.09 answered incorrect; pedagogical and learning design competence 39.89% implemented, 60.1% did not implement in learning. Based on the data above that required enhancement competence, skills-based technology is suggested for welcome industry 5.0.
 Keywords: physical education, industry 5.0, tda method

An Investigation of Specific Learning Disability Content Knowledge Competencies of Teachers In Different Branches

In general, students with specific learning disabilities may have retardation in one or more of reading and comprehension, spelling, mathematics and language development compared to their peers. Children with specific learning disabilities constitute an important part of students with special needs. This study aims to investigate the content knowledge competencies of teachers in different branches of specific learning disabilities. A total of 133 teachers, 96 females and 37 males, working in various provinces of Türkiye participated in the study. In the study, which was designed with a single survey model, data were collected with the Teacher Competency Scale for Specific Learning Disabilities. As a result, it was determined that teachers in different branches had a moderate level of specific learning disability content knowledge. It was determined that the participants' content knowledge competencies did not differ according to gender, age, graduated faculty, branch, education level, years of experience, institution of employment, taking a course on specific learning disabilities at undergraduate or graduate level, and participating in in-service training on specific learning disabilities before. Suggestions were made for practice and further research.

Assessing undergraduate students' perspectives on lecturers' technology, pedagogy, and content knowledge competency

Educators' knowledge of technology is necessary for the learning process to better assist the students' understanding. One of the efforts made to improve their understanding is using technology-based learning. This study aims to evaluate the undergraduate students' perception of their lecturers' Technology, Pedagogy, and Content Knowledge (TPACK) and the process students acquire TPACK for learning. This study was conducted in a survey research type. The population was 190 undergraduate students, but the purposive sampling technique resulted in a total of respondents of 60 students. TPACK competence scale was used for data collection. The findings indicated that the student's perception of their lecturers' TPACK competence was in an excellence category, as seen from overall domains' scores of 89.73. Students gained TPACK by observing lecturers teach and self-studying using the internet. This study suggests that lecturers could improve their teaching quality in language teaching by implementing technology as a medium. Keywords: Language learning, TPACK, undergraduate perceptions, lecturer competency, teaching quality.

TECHNOSTRESS IN ENGAGING OPEN AND DISTANCE LEARNING: EXPLORING MALAYSIAN ENGLISH LANGUAGE LECTURERS' LIVED EXPERIENCES

The outbreak of the Covid-19 pandemic has caused a sudden change in the educational landscape globally and shifted traditional face-to-face classes to open distance learning mode. Due to this transition, it is progressively crucial and of great importance to understand the technostress faced by English language lecturers in adopting open distance learning practices. This phenomenological study explores the lived experiences of eleven English language lecturers from three universities in the southern region of Malaysia regarding the technostress faced in open distance learning practice during the pandemic through the lens of Technological Pedagogical Content Knowledge. Fascinatingly, despite the emergency shift to open distance learning, the results have shown that the participants are keen and receptive to the open distance learning deployment. Moreover, due to their Technological Pedagogical Content Knowledge competency, the participants agreed that the technostress experienced is considered manageable and did not affect their work performance. This study's results are hoped to offer insights into understanding the unprecedented phenomenon to ensure positive impacts in tertiary education.

INVESTIGATION OF ELEMENTARY SCHOOL TEACHER CANDIDATES’ CONTENT KNOWLEDGE IN MATHEMATICS

This study aims to examine elementary school teacher candidates’ content knowledge competencies in mathematics. The study was conducted by using both qualitative and quantitative research design models. The participants of the study consisted of 100 elementary school teacher candidates. The study consisted of three phases. In the first phase, the participants were asked to fill out the Teacher Candidates Professional Competencies Scale. Then, 15 groups were created for cooperation. Each group was asked to design a lesson for second graders about “addition” by considering the objectives in the elementary school mathematics curriculum. In the second phase of the study, those activities were reviewed by elementary school teachers. Each teacher received only one lesson plan. After reviewing them, they were asked to apply them in their classrooms. At the end of this phase, the teachers were asked to write a report about the lesson plans they received. This process lasted three weeks. In the third phase, the teacher candidates revised their lesson plans based on the teacher reviews. In addition, in order to determine the professional competence levels of pre-service teachers, teacher candidates' perceptions of their professional competencies level scale was used. The data was examined in the context of self-efficacy in professional competencies. As a result, teacher education programs must be re-structured in order to support students’ inadequacies in terms of professional competencies. Keywords: Elementary school teacher candidates, professional competencies in mathematics, constructive approach

Teacher Performance in Terms of Technopedagogical Content Knowledge Competencies

Due to its rapidly evolving and changing nature, technology is rapidly and effectively integrated into education and teaching processes. Technopedagogical content knowledge is one of the important knowledge types that teachers should have in the process of technology integration. Teacher performance is naturally affected, as technology integration reshapes the education process. However, there is no research on how teacher performance is related to the use of technology in Turkey and teacher performance evaluation is one of the areas that are not emphasized enough. For this purpose, the research was designed using correlational model to determine the relationships between two or more variables. The study group consists of 305 teachers working in primary, secondary and high schools in Central Anatolia Region. The data of the research were collected through the Technopedagogical Content Knowledge Scale and the Teacher Performance Scale. The data were analyzed using descriptive statistics, t-test, ANOVA, correlation and regression techniques. The findings of the study showed that technopedagogical knowledge competencies and performance did not differ according to the gender of the teachers. Technopedagogical content knowledge competencies differ according to educational status and school type, and teacher performance differs according to school type. The technopedagogical content knowledge competencies and performances of teachers were negatively correlated with their ages and seniority. On the other hand, small positive relationships were determined between technopedagogical content knowledge and performance. In terms of this relationship, it can be stated that teachers who have high competence in technopedagogical content knowledge can perform better by using this knowledge or they can become more competent in technopedagogical content knowledge with the improvement of teachers' performances. Accordingly, it can be ensured that technology, pedagogy and content knowledge in teacher education are not presented separately and, presented as integrated knowledge.

Textile Teachers’ Pedagogical Content Knowledge and Ghana Senior High School Graduates Participation in Modernisation of Indigenous Textile Industry

The aim of this study was to explore the influence of pedagogical content knowledge competencies of Ghana senior high school textile teachers on the modernisation of indigenous Ghanaian textile industry. A cross-sectional survey design was used to collect both qualitative and quantitative data. The study targeted senior high school textile teachers, senior high school textile graduates and heads of visual arts department. The sample size for the study was 243 (225 teachers, 12 textile graduates & 6 HoDs). Questionnaire, interview guide and observation were the research instruments employed for data collection. The result of H 01 indicated that the pedagogical content knowledge of textile teachers has influence on the skills textile graduates needed to modernise the indigenous textile industry. The findings of the study also signposted that the pedagogical content knowledge of the textile teachers cannot enable the textile students to acquire the requisite skills needed to modernise the indigenous textile industry. The findings of the study indicated most of the Ghana senior high schools lacked textile training facilities and resources needed to modernise the indigenous textile industry. The study recommended that ministry of education should periodically sponsor textile teachers to have industrial attachments in both local and international renowned textile industries to learn modern content knowledge of textile manufacturing. There should also be periodic capacity building workshops on vocational skills pedagogical knowledge to enable the textile teachers effectively transmit the content knowledge to their students effectively. Keywords: Content knowledge, pedagogical knowledge, pedagogical content knowledge. DOI : 10.7176/ADS/78-01 Publication date: November 30th 2019

An investigation of pre-service English teachers’ level of technopedagogical content knowledge

The aim of this study is to identify pre-service English teachers’ technopedagogic content knowledge competence levels. The Technological Pedagogical Content Knowledge Model (TPACK) is unique in comparison to other technology-based models in that it incorporates content knowledge as well in addition to technological competences. The participants of this study are 182 pre-service English teachers studying at two state universities in Istanbul and Sakarya, Turkey. The data is collected through Technological Pedagogical Content Knowledge Scale (TPACK-Deep) developed by KabakA§A± Yurdakul, OdabaAŸA±, KA±lA±A§er, A‡oklar, Birinci and Kurt (2012). The data is analysed through SPSS and the variables grade, gender, daily amount of time spent on the internet and social media are considered in addition to identifying participants’ competence levels. The findings demonstrate that the participants have a high level of TPACK model in general and also in the three dimensions except for merely the Ethics dimension in which they have a medium level of competence. Out of the variables, none of them have a significant effect in the TPACK model in a general, but gender and daily amount of time spent on the internet are observed to have a significant effect on the Design dimension. The analysis offers insights into pre-service teachers’ competence into technology use, content knowledge, pedagogical knowledge and their integration. The findings of this study are expected to contribute to pre-service teacher training and the successful integration of technology into content knowledge for pedagogic purposes.

Content Knowledge Competency of Arabic Language Teacher Trainees during Teaching Practice

This paper investigates the content knowledge competencies of 58 Arabic trainee teachers during their 14-week teaching practice. The competency aspect focused is the level of content knowledge in three areas of Arabic language-specific knowledge including grammatical knowledge/syntax, Arabic morphology, Balaghah and Adab Nusus. This study is a quantitative study which employs the descriptive research approach. Data collection was based on questionnaires which were then analyzed using SPSS statistical analysis. The findings showed that the Arabic language trainee teachers’ competency level in the field of Arabic morphology was good, but the knowledge of grammar and Balaghah/Adab Nusus was only at moderate level.

Investigating the Competencies of Technological Pedagogical Content Knowledge and Self-Efficacy of Chemistry Teachers

Technological Pedagogical Content Knowledge (TPACK) is an integration knowledge between technology, content of learning, and pedagogy which obtain to an integrated learning based on computer technology. Moreover, the pre-service teachers have a strengthen competencies of teachers integrating to knowledge, pedagogic, and technology. This research is aimed to investigate the Technological Pedagogical Content Knowledge competencies related to self-efficacy of chemistry teachers in Serang regency, Banten, Indonesia. Furthermore, the writers use a descriptive analysis as the research methodology. The sample of this research involves sixty-one chemistry teachers in the Senior High School level located at Serang city and Serang regency. To analyze the data, the writers provide a Likert scale. The result showed that the TPACK competencies scores in both Serang city and Serang regency raise up to 76.2 and 77.9 representatively. Whereas, the self-efficacy score in the two regions proved into 77.0 and 79.1 chronologically. Based on the data showed, it can be concluded that the relationship between TPACK and self-efficacy cannot be separated one another. Therefore, the Technological Pedagogical Content Knowledge (TPACK) and selfefficacy of the Chemistry teachers are comparable to the competencies of the Chemistry teachers.

Investigating Technological Pedagogical Content Knowledge Competencies among Trainee Teachers in the Context of ICT Course

The Technological Pedagogical Content Knowledge (TPACK) framework developed over a decade ago is still valid and applicable in educational contexts when dealing with the use of technology in teaching and learning. With widespread availability of devices and prolific use of technology among students, teachers need to be conversant with various technologies that can be integrated and enhance the teaching and learning process. Most teacher education programmes equip trainee teachers with the integration of technology in the lessons and introduce them to instructional design that would align to the curriculum and make their teaching attractive and effective. It is important to establish the level of TPACK among trainee teachers and prepare them appropriately with necessary domain of knowledge to enable them to function well in future classrooms. This study was conducted with trainee teachers to determine the validity and reliability of the TPACK questionnaire and to identify trainee teachers’ perceived pathways to TPACK. Data were analysed using the maximum likelihood estimation (MLE) procedure, and the measurement model was assessed using confirmatory factor analysis (CFA). The structural model was developed and the path coefficients and their statistical significance were tested to determine the correlations between TPACK competencies.Le modele TPACK portant sur les connaissances technologiques, pedagogiques et de contenu, developpe il y a plus de dix ans, demeure valide et applicable dans les contextes pedagogiques ou l’enseignement et l’apprentissage sont appuyes par la technologie. La grande disponibilite des appareils technologiques et leur emploi generalise par les eleves exigent que les enseignants soient a l’aise avec les technologies qui peuvent etre integrees pour ameliorer l’enseignement et l’apprentissage. La plupart des programmes de formation des enseignants les prepare a integrer la technologie dans leurs lecons et en aligner la conception pedagogique avec les programmes d’etudes pour augmenter l’efficacite de leur enseignement. Il est important d’etablir le niveau de TPACK chez les enseignants stagiaires et de les preparer en consequence en leur communiquant les connaissances necessaires pour bien fonctionner dans les salles de classe de l’avenir. Cette etude s’est deroulee aupres d’enseignants stagiaires, de sorte a determiner la validite et la fiabilite du questionnaire TPACK et pour identifier ce que les enseignants stagiaires percoivent comme etant les moyens d’acquerir les connaissances liees au TPACK. Les donnees ont ete analysees par la methode d’estimation du maximum de vraisemblance et le modele de mesure a ete evalue par une analyse factorielle confirmatoire. Le modele structurel a ete elabore, et les chemins et la signification statistique des coefficients ont ete testes, de sorte a etablir les correlations entre les competences du modele TPACK.Mots cles: connaissances technologiques, pedagogiques et du contenu; enseignants stagiaires; validation; cours sur les TIC; formation des enseignants

Investigating Technological Pedagogical Content Knowledge Competencies among Trainee Teachers in the Context of ICT Course

The Technological Pedagogical Content Knowledge (TPACK) framework developed over a decade ago is still valid and applicable in educational contexts when dealing with the use of technology in teaching and learning. With widespread availability of devices and prolific use of technology among students, teachers need to be conversant with various technologies that can be integrated and enhance the teaching and learning process. Most teacher education programmes equip trainee teachers with the integration of technology in the lessons and introduce them to instructional design that would align to the curriculum and make their teaching attractive and effective. It is important to establish the level of TPACK among trainee teachers and prepare them appropriately with necessary domain of knowledge to enable them to function well in future classrooms. This study was conducted with trainee teachers to determine the validity and reliability of the TPACK questionnaire and to identify trainee teachers’ perceived pathways to TPACK. Data were analysed using the maximum likelihood estimation (MLE) procedure, and the measurement model was assessed using confirmatory factor analysis (CFA). The structural model was developed and the path coefficients and their statistical significance were tested to determine the correlations between TPACK competencies. Le modèle TPACK portant sur les connaissances technologiques, pédagogiques et de contenu, développé il y a plus de dix ans, demeure valide et applicable dans les contextes pédagogiques où l’enseignement et l’apprentissage sont appuyés par la technologie. La grande disponibilité des appareils technologiques et leur emploi généralisé par les élèves exigent que les enseignants soient à l’aise avec les technologies qui peuvent être intégrées pour améliorer l’enseignement et l’apprentissage. La plupart des programmes de formation des enseignants les prépare à intégrer la technologie dans leurs leçons et en aligner la conception pédagogique avec les programmes d’études pour augmenter l’efficacité de leur enseignement. Il est important d’établir le niveau de TPACK chez les enseignants stagiaires et de les préparer en conséquence en leur communiquant les connaissances nécessaires pour bien fonctionner dans les salles de classe de l’avenir. Cette étude s’est déroulée auprès d’enseignants stagiaires, de sorte à déterminer la validité et la fiabilité du questionnaire TPACK et pour identifier ce que les enseignants stagiaires perçoivent comme étant les moyens d’acquérir les connaissances liées au TPACK. Les données ont été analysées par la méthode d’estimation du maximum de vraisemblance et le modèle de mesure a été évalué par une analyse factorielle confirmatoire. Le modèle structurel a été élaboré, et les chemins et la signification statistique des coefficients ont été testés, de sorte à établir les corrélations entre les compétences du modèle TPACK. Mots clés: connaissances technologiques, pédagogiques et du contenu; enseignants stagiaires; validation; cours sur les TIC; formation des enseignants

Technological Pedagogical Content Knowledge Competencies of Social Studies Teachers: The Case of the City of Karabuk

Technological Pedagogical Content Knowledge Competencies of Social Studies Teachers: The Case of the City of Karabuk

Testing a Technology Integration Education Model for Millennial Preservice Teachers

The technology integration education model is a 12 construct model that includes 8 primary constructs and 4 moderator constructs. By testing the relationships among two primary constructs (motivation and technological, pedagogical, and content knowledge competencies) and four moderator constructs (goals, feedback, task value, and self-regulation), this study advances technological, pedagogical, and content knowledge research. This study investigated three research questions and found that goals, feedback, task value, and self-regulation moderated the predictive form relationships among intrinsic motivation and technological knowledge, pedagogical knowledge, and content knowledge. However, only goals moderated the explanation form relationship between intrinsic motivation and technological knowledge. This study provided data-driven insights for educators of preservice teachers as they continue to become evidence-based managers and data-driven decision makers. Educators may be misallocating resources if they only focus on self-determination motivation theory and applications and never consider whether goals, feedback, task value, and self-regulation interact with motivation. The researchers created a new instrument consisting of a 16-item measure of the goals construct and a 6-item measure of the feedback construct. For this exploratory study, the sample consisted of 90 elementary education majors and 51 secondary education majors.

Determination of Technopedagogical Content Knowledge Competencies of Preservice Physical Education Teachers: A Turkish Sample

This study examined preservice physical education teachers’ (PPETs’) technopedagogical content knowledge (TPCK) competencies. The participants were 1028 PPETs from 26 major universities representing all seven geographical regions of Turkey. The Technological Pedagogical Content Knowledge Deep- Scale developed by Kabakci Yurdakul et al. (2012) was used to measure TPCK competencies of PPETs. Descriptive statistics, an independent samples t test, and multivariate analysis of variance were used to analyze the data. The results showed that PPETs rated themselves at a high level in self-reported TPCK competencies in terms of the entire scale and its factors (design, exertion, ethics and proficiency). There was no significant main effect for gender (p < .05). Computer/internet-based background (p > .05) and PPETs’ interest in keeping up with the latest PE-related technological developments (p > .05) were significant variables in PPETs’ TPCK competencies. Overall, this study offers some evidence that the use of information and communication technology (ICT) is an important factor affecting PPETs’ TPCK competencies.

The Effect of Instructional Technology and Material Design Course to Teacher Candidates’ Gaining of Technological Pedagogical Content Knowledge Competencies

Accepted: 06.01.2015 The aim of this study is to determine Technological Pedagogical Content Knowledge (TPACK) Competencies of teacher candidates in Turkish Teaching department of Mevlana (Rumi) University and the effect of Instructional Technology and Material Design (ITMD) Course on TPACK. The study is a study of quantitative type and single-group pretest-posttest experimental design has been used. The study has been conducted in the spring semester of 2013/2014 academic year, candidates who are studying in 2nd class of Turkish teaching department in Education Faculty of Mevlana (Rumi) University. In this study, Sahin (2011)’s Technological Pedagogical Content Knowledge (TPACK) Survey has been used. The survey is a 5 point likert type survey and it has 47 items in total. This survey has been applied as pre-test in the classroom to the students who participated in the study. After a period of 10 weeks, the same survey has been applied again to the same students as post-test and thus, pre-test/posttest data has been obtained for the study. According to the findings of the study, TPACK levels of Turkish teacher candidates who participated in the study have been differentiated significantly in terms of all the subscales of the survey. In the light of this study, it can be said that TPACK model plays a leading role on the subject of teachers’ needs about technology, pedagogy and content in order to ensure professional development of teachers.

Primary School Preservice Teachers’ Technolgical Pedagogical Content Knowledge Competency in terms of Gender and ICT Use Phase

The purpose of the present study was to examine primary school preservice teachers’ self-efficacy in technological pedagogical content knowledge (TPACK) in terms of gender and ICT use phases. For this purpose, the TPACK-Deep scale was applied to total of 276 senior preservice teachers from different universities. At the end of the study, it was found out that the preservice teachers had advanced levels of TPACK efficacy and that efficacy was not important except for the proficiency factor of gender. The TPACK changes of the preservice teachers were examined according to these phases. ICT use phases were found to be a direct predictor of TPACK, and ICT use phases were suggested to be taken into consideration while developing TPACK education models.

Perceptions of Student Teachers of Turkish Language and Literature of their Content Knowledge Competency

This study sought to explore how competent final year student teachers of Turkish language and literature perceive themselves in terms of their content knowledge. To do this, a self-report instrument was administered to 95 students. The analysis of the data revealed that participants of this study perceive themselves fairly competent in their field. However, their perception of content knowledge competence varied from one field to another. They perceived themselves most competent in properties of Turkish language than those of Turkish literature, Old Turkish literature achieving the lowest mean score.

English

This paper reports on South African teachers’ perceptions of the educational value of new topics in a revised physical sciences high school curriculum, their content knowledge competency of these topics, and their pedagogical content knowledge in teaching them. In view of the historical inequalities of the South African education system, a focus of the study was comparison of these perceptions of teachers based at schools which are diverse in terms of location, student population, and availability of resources. We adopted a mixed methods approach in collecting and analysing data from a large-scale survey of teachers through a structured questionnaire, and followed this with interviews with 10 teachers in seeking more in-depth explanations of the findings. The study revealed that teachers at township and rural schools previously designated for black students, and suburban and city schools previously reserved for white students, have a positive perception of the new topics introduced into the revised curriculum. However, teachers at all these schools expressed uncertainly as to their content knowledge and pedagogical knowledge of the new topics.

Do pre-service primary teachers who excel in mathematics become good mathematics teachers?

The purpose of the study was to investigate the nature of pedagogical competency of three student teachers by comparing their planning, teaching and post-lesson reflections. The three student teachers were identified as outstanding in mathematics. Qualitative case study research methodology was used to collect, analyse and present data. Data collected from interviews, observations of each student teacher's classroom teaching, and the field notes were used in summarising characteristics of these student teachers. The student teachers were observed teaching mathematics for 1 week of instruction and were interviewed prior to and following each lesson presentation. Differences and similarities in thinking and actions were summarised under three categories; (a) their lesson planning process, (b) their instructional activities and (c) their reflections after teaching. Within each of these three areas, many commonalities were identified among the three student teachers. They were not yet skillful in improvising activities and explanations that could make children enhance their understanding of the concepts. Lack of ability to self-evaluate their teaching activities was evident among the student teachers. Despite their content knowledge competence and detailed written lesson plans, the student teachers’ lesson presentation was much less comprehensive. Their lesson explanations were more procedural than conceptual.