Content Knowledge Research Articles

The four strands: A simplified approach to SLA for CLIL

AbstractWhile it is widely accepted that language teachers require knowledge of second language acquisition (SLA) (Richards, 2010), what about content teachers, who are increasingly required to help develop their learners' academic language proficiency? How much do they need to know about SLA theories and how can they acquire such knowledge and expertise? This article proposes P. Nation's (2007) four strands framework as a straightforward and accessible model for content and language integrated learning (CLIL) teachers to address the challenge of balancing content and language instruction, a common concern within CLIL programs. The article begins by looking at two well‐known CLIL teacher competence frameworks. It then raises questions about the extent to which CLIL teachers need to master aspects of pedagogical content knowledge about SLA. The authors argue that while CLIL teachers do indeed need knowledge of how languages are learned and of SLA‐informed approaches to developing learners' second language (L2) proficiency, questions about just how much SLA knowledge CLIL teachers need and how they can be equipped with this knowledge remain unanswered. By delineating language learning opportunities into the four strands framework—meaning‐focused input, meaning‐focused output, language‐focused learning, and fluency development—the authors illustrate how this framework offers a practical guide for integrating language and content education effectively in CLIL and bilingual education contexts. The article ends with a presentation of three principles to help CLIL teachers achieve both the content and language teaching objectives of CLIL.

Integrating educational technology into Lesotho Secondary Religious Studies: A conceptual exploration of practical challenges and opportunities

The use of educational technology (Ed-tech) is becoming more prevalent in shaping teaching methods to meet the needs of modern learners. This study examines how Ed-tech is integrated into secondary Religious Studies classrooms in Lesotho, using the Technological Pedagogical Content Knowledge (TPACK) framework as a guide. By reviewing global literature, it looks at the opportunities and challenges of incorporating digital tools into Religious Studies, a subject aimed at developing social skills and moral values. Research suggests that technology can improve student engagement, critical thinking, and ethical reasoning through platforms like cloud-based learning and multimedia resources. However, Lesotho faces obstacles in implementing Ed-tech, including inadequate infrastructure, insufficient teacher training, and outdated educational policies, which leads to a digital divide, especially in rural areas with limited access to electricity and the internet. The study concludes that while Ed-tech has the potential to transform Religious Studies education, addressing these systemic barriers is crucial for effective implementation. It recommends improving technological infrastructure, providing professional development for teachers, updating curriculum policies to meet 21st-century requirements, and integrating digital literacy into the Religious Studies curriculum. Overcoming these challenges will not only bridge the digital divide but also enhance the teaching and learning of Religious Studies, equipping learners with skills to navigate the ethical and digital complexities of the modern world.

How Economically-Marginalized Adolescents of Color Negotiate Critical Pedagogy in a Computing Classroom

Background & Context: With the growing movement to adopt critical framings of computing, scholars have worked to reframe computing education from the narrow development of programming skills to skills in identifying and resisting oppressive structures in computing. However, we have little guidance on how these framings may manifest in classroom practice. Objectives: To better understand the processes and practice of critical pedagogy in a computing classrooms, we taught a critically conscious computing elective within a summer academic program at a northwest United States university targeted at secondary students (ages 14-18) from low-income backgrounds and would be the first in their families to pursue a postsecondary education (i.e. first-generation). We investigated: (1) our participants’ initial perceptions of and attitudes toward the benefits and perils of computing, and (2) potential tensions that might emerge when secondary students negotiate the integration of critical pedagogy in a computing classroom. Methods: We qualitatively coded participant work from a critically conscious computing course within a summer academic program in the United States focused on students from low-income backgrounds or would be the first in their family to pursue a post-secondary education. Findings: Our participants’ initial attitudes towards technology were mostly positive, but exhibited an awareness of its negative impacts on their lives and society. Throughout the course, while participants demonstrated a rich social consciousness around technology, they faced challenges in addressing hegemonic values embedded in their programs, designs, and other classwork. Implications: Our findings revealed tensions between our participants’ computing attitudes, knowledge, self-efficacy, and social consciousness, suggesting pathways for scaffolding the critical examination of technology in secondary education. This study provides insights into the pedagogical content knowledge necessary for critical computing education.

Mathematics Teachers’ Experiences of Using Online Teaching Resources for Professional Learning in a Context of Disadvantage

This interpretative phenomenological study adopted the Community of Inquiry framework to explore 30 South African teachers’ experiences of the effectiveness of Grade 9 online mathematics teaching resources. A survey questionnaire with open-ended questions and a semi-structured interview guide were used to obtain data on the teachers' experiences. Data were analysed using an inductive thematic coding approach. The findings were that the teachers positively experienced the efficacy of online teaching materials for their professional development in terms of cognitive, social, teaching and learning presences. Using WhatsApp groups to share and discuss the online materials enhanced a common identity (social presence), deep engagement with the mathematical and pedagogical content knowledge of the materials (cognitive presence), (peer) teaching and (peer) learning from one another via WhatsApp (social media) chat groups (teaching and cognitive presences) that collectively eased curriculum implementation and enhanced student learning. However, limited facilitator teaching presence and limited internet access for both teachers and learners constrained the platform's benefits. Participating teachers reported spending at least three hours per week searching for online teaching resources, sometimes fruitlessly, indicating a need for more digital literacy training. The study makes a valuable contribution to our understanding of the potential benefits of online resources for teaching complex mathematics topics such as fractions and familiarity with the obstacles that need to be overcome. The more teachers and students turn to online resources, the more the findings of this study can inform the development of such resources to improve mathematics learning outcomes for schools in contexts of disadvantage.

Utilizing Language-Generating Artificial Intelligence (LGAI) in Educational Planning: A Case Study

The integration of Generative AI (GenAI) tools like ChatGPT in education, while promising, remains underexplored. This study investigates the use of language-generating AI (LGAI) within K-12 instructional planning through a case study of a middle school science teacher using the Technological Pedagogical Content Knowledge (TPACK) framework. Findings reveal that effective use of LGAI involves detailed contextual input, iterative dialogue, and selective adoption of AI-generated suggestions. The teacher’s engagement with LGAI not only enhanced lesson planning efficiency but also supported adaptive teaching methods and personalized learning experiences. This integration led to improved confidence and strategic decision-making in instructional planning. The study highlights the potential of LGAI to transform educational practices and underscores the importance of professional development to equip educators with the skills necessary to harness AI technologies effectively. These insights contribute to understanding how GenAI can augment instructional design, offering a framework for integrating technological innovations into pedagogy.

Pre-service Elementary Teachers’ Technological Pedagogical and Content Knowledge in Lesson Planning and Post-lesson Reflection Discourses on Science Classes Using Virtual and Augmented Reality Content

Pre-service Elementary Teachers’ Technological Pedagogical and Content Knowledge in Lesson Planning and Post-lesson Reflection Discourses on Science Classes Using Virtual and Augmented Reality Content

Naloxone Coprescribing and the Prevention of Opioid Overdoses: Quasi-Experimental Metacognitive Assessment of a Novel Education Initiative.

Critical evaluation of naloxone coprescription academic detailing programs has been positive, but little research has focused on how participant thinking changes during academic detailing. The dual purposes of this study were to (1) present a metacognitive evaluation of a naloxone coprescription academic detailing intervention and (2) describe the application of a metacognitive evaluation for future medical education interventions. Data were obtained from a pre-post knowledge assessment of a web-based, self-paced intervention designed to increase knowledge of clinical and organizational best practices for the coprescription of naloxone. To assess metacognition, items were designed with confidence-weighted true-false scoring. Multiple metacognitive scores were calculated: 3 content knowledge scores and 5 confidence-weighted true-false scores. Statistical analysis examined whether there were significant differences in scores before and after intervention. Analysis of overall content knowledge showed significant improvement at posttest. There was a significant positive increase in absolute accuracy of participant confidence judgments, confidence in correct probability, and confidence in incorrect probability (all P values were <.05). Overall, results suggest an improvement in content knowledge scores after intervention and, metacognitively, suggest that individuals were more confident in their answer choices, regardless of correctness. Implications include the potential application of metacognitive evaluations to assess nuances in learner performance during academic detailing interventions and as a feedback mechanism to reinforce learning and guide curricular design.

SCALE FOR PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE IN DESIGNING INCLUSIVE LEARNING: CONSTRUCTION, VALIDATION, AND RELIABILITY

Scale development is essential in testing constructs and variables in social research, including education. Scales that meet the rules of validity and reliability are developed using standardized procedures. This research focuses on scale production to create reliable and valid construct measures to assess teacher knowledge in designing inclusive learning, using three frameworks, namely Technological Pedagogical and Content Knowledge, Backward Design, and Universal Design for Learning. Research on this issue involves measuring organizational and psychological constructs, which present unique challenges because they are generally unobservable, very abstract, often complex, and may consist of several different components. As a result of this complexity, developing this scale was challenging. The production of this scale followed Boateng et al., and the field test involved 259 pre-service teachers. The Rasch Rating Scale Model analysis was used to test the scale and produced 18 items that have high reliability (0.96). This scale can be used nationally to assess teachers' ability to implement inclusive education. The scale also applies as a teacher self-assessment tool for developing their competence.

Fostering Self-efficacy for Future Physics Teachers: Recommendation of Future Direction of Teacher Education Institutions

&lt;p&gt;Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.&lt;/p&gt;

Exploring Chemists’ Understandings of the Nature of Science with their Levels of Expertise

Several Nature of Science (NOS) studies have been conducted on different categories of professionals and different age groups. Even though NOS is considered a structural facet of scientific literacy, not much research has been conducted on the NOS ideas of scientists and science professionals. This cross-sectional study investigated the nature of science (NOS) views of 40 participants who have or had exposure to chemistry research using a qualitative comparative analysis approach, in one chemistry department in a large Midwest R-1 university. The participants' chemistry research exposure varied from no research to 31 years of experience. Undergraduates, graduate students, postgraduate researchers, faculty, and scientists were recruited for this study to examine how their NOS understanding develops in relationship to their research exposure. These categories of participants demonstrated different and unique patterns of answers related to aspects of NOS. Science content knowledge and research exposure indeed enhanced science learners'/researchers’ NOS understanding, but NOS understanding is not developed in direct proportion to the amount of science content knowledge or research experience that an individual gained. It was observed that professionals with the same expertise level responded to NOS questions similarly, and professionals with different levels of expertise answered NOS questions in significantly different ways.

Pedagogical content knowledge in physical education preservice teachers in view of researching on lesson studies

PurposeResearching on lesson studies in initial training of physical education (PE) teachers in Portugal, our group is especially interested in the potential of this methodology for developing the pedagogical content knowledge (PCK) of future PE teachers. The purpose of the present text is to synthesize the knowledge relating to this subject.Design/methodology/approachExploratory searches in four multiple search databases were carried out, resulting in 51 records. Information about authors, year of publication, purposes, methodology and results was collected and analyzed.FindingsResults highlight the diversity of purposes. The interview is recurrent in the qualitative studies, while the questionnaire is used in all the large quantitative studies. Regarding the findings, it appears the centrality of PCK, its development potential and its measurability, the consistency of the concept and its evolutionary dynamics, as well as the constructive criticism of initial teacher training models and practices.Originality/valueTo emphasize the relationship between lesson studies and the development of PCK in initial teacher training of PE teachers.

Mathematics Professional Teacher Education (TPE) Participants Viewed From Technological Pedagogical Content Knowledge (TPACK)

Teachers and prospective teachers are required to carry out learning to master and continue to develop Pedagogical Content Knowledge (PCK) competencies, even now they are required to master technology and then PCK competencies are developed into Technology Pedagogical Content Knowledge (TPACK). A mathematics teacher must of course master mathematical skills because this is the main asset for teaching the material. This research aims to analyze the perceptions of in-service PPG participants regarding the professionalism of mathematics teachers based on the TPACK framework. This research is a qualitative research. The subjects of this research were 7 prospective mathematics teachers from 30 participants, where the sample was taken by sampling, namely by taking participants from vocational school teachers on the grounds that participants who taught vocational schools had challenges where the students' orientation was ready to work so they were less enthusiastic about mathematics lessons. The research data is in the form of findings from an analysis of prospective teachers' mathematical ability profiles. It is hoped that these findings can be used as a basis for further theory.

Pengembangan Modul Ajar Elektronik dengan Memadukan Technological Pedagogical Content Knowledge (TPACK) sebagai Upaya Penguatan Domain Pengetahuan Peserta Didik Kelas V SD

This research aims to develop an electronic teaching module by combining Technological Pedagogical Content Knowledge (TPACK) as an effort to strengthen the knowledge domain of 5th grade elementary school students, and to determine the feasibility of an electronic teaching module by combining Technological Pedagogical Content Knowledge (TPACK) as an effort to strengthen the knowledge domain of class students 5 elementary school. The model in this research is the DDD-E (decide, design, develop, evaluate) development model. This research was carried out at SD Negeri 55/I Sridadi with the research subjects being teachers and grade 5 students. Research data was obtained through material validation, language validation, as well as media validation and teacher response questionnaires and student questionnaires. Data was analyzed qualitatively and quantitatively. The research results show that teaching modules that combine Technological Pedagogical Content Knowledge (TPACK) as an effort to strengthen the knowledge domain of 5th grade elementary school students are feasible to implement in the learning process.

Examining generative AI–mediated informal digital learning of English practices with social cognitive theory: a mixed-methods study

Abstract This study explores the integration of generative artificial intelligence (GenAI) in informal digital learning of English (IDLE) practices, focusing on its potential to enhance language learning outcomes and addressing the technological challenges language teachers face in utilising AI-based tools to facilitate second language acquisition. Based on the research context of IDLE and holistic learning ecology and drawing on the theoretical frameworks of technological pedagogical and content knowledge and social cognitive theory, we performed a mixed-methods investigation with an empirical experiment to assess the effectiveness of GenAI followed by semi-structured interviews. The results suggest that the GenAI-mediated IDLE practices effectively improve college students’ oral proficiency in English from both technological and humanistic perspectives. However, results also indicate that the GenAI conversational partner alone is not adequate to provoke continuous extramural GenAI-mediated IDLE practices. We discuss the theoretical and pragmatic significance of GenAI-mediated IDLE in educational equity and reformation.

Scientific Literacy in Basic Education: An Analysis of Curricula Contexts and Pre-service Teachers’ Views in Tanzania

This is an analysis of how scientific literacy (SL) is featured in the science education pipeline of Tanzania based on the SL frameworks of five arguments (economic, utility, democratic, social and cultural) and three visions (Visions I–III). It analyses four curriculum documents for science in basic education, and the views of 79 pre-service teachers collected using a questionnaire. The findings indicate that only economic and utility arguments are abundant in the curricula and pre-service teachers’ responses. Further, the findings show that Tanzania’s basic education science curriculum largely reflects Vision I, which emphasises content and procedural knowledge. Moreover, the curriculum is highly structured, thus making it difficult for teachers and students to engage in science-related situations (Vision II). The need to cope with the pressure exerted on teachers and students by high-stakes examinations adds to this difficulty. Generally, we establish that SL is not well featured in all the curriculum documents we analysed, as the pre-service teachers’ responses confirmed. We recommend that the curriculum be reviewed to include explicit reference to SL.

Using reflection and dialog feedback to promote the development of situated and dynamic pedagogical content knowledge

This study explores the reflection and dialog feedback of preservice teachers (PTs) in a one-semester chemistry teaching design and practice course with the aim of improving their situated and dynamic pedagogical content knowledge (PCK). Using a collective case study method, reflections and dialogs from 18 PTs across six teaching cycles were analyzed. The research results indicate that teaching reflection focuses on five themes: the diversity of student situations, the functionality of teaching contexts, the consistency of teaching content, the construction of teacher‒student dialog, and the progression of subject practice activities. The reflection of the PTs strengthened meaningful teaching content and corresponding specific skills, and effective dialog feedback provided external evaluation standards. The reflection prompted teachers to evaluate from multiple perspectives and levels and provided important insights to promote the development of situated and dynamic PCK. This study concludes with a discussion of the practical implications and potential for future research to develop a situated and dynamic PCK for PTs.

Closing the divide: Exploring higher education teachers’ perspectives on educational technology

Incorporating technology into education has become a crucial component of contemporary teaching practices. Technological advancements have led to the development of innovative teaching tools and methodologies that promote active learning and engagement among students. This study used a modified version of the Technology Acceptance Model (TAM) to analyze the key factors that impact the integration of technology in the teaching practice of higher education instructors. Among the factors to be included in the modified model are technostress and teaching tradition. These factors have been rarely examined within the mandatory technology integration in higher education settings. Partial Least Squares Structural Equation Modelling (PLS-SEM) is used to analyse the empirical data collected from 657 higher education teachers in Jordan. Findings reveal that teachers’ technological, pedagogical and content knowledge (TPACK) played a crucial role in facilitating the effective integration of technology into teaching practices. This boosted self-efficacy, personal innovativeness and perceptions of ease of use and usefulness. Additionally, teachers’ TPACK negatively influenced their technostress and teaching tradition. Indeed, technostress and teaching tradition were identified as significant obstacles to the effective integration of technology into teaching practices. Significant implications for theory and practice can be derived from the findings of this study to effectively incorporate technology in higher education.

DIGITAL STORYTELLING IN MALAYSIA: A SYSTEMATIC LITERATURE REVIEW

Digital storytelling (DST), which utilizes digital media to craft narratives, has garnered significant attention as a promising educational tool. Despite the growing interest in its use, there is lack of systematic examination of how DST can be utilized as a pedagogical strategy in Malaysia education context. To address this gap, this systematic review undertakes a comprehensive analysis of current studies on the topic. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines, 14 relevant articles were reviewed, drawn from three major electronic databases: Scopus, ProQuest (Education Collection), and Google Scholar. The study aims to provide a deeper understanding of the potential of DST in Malaysia education by examining current trends, implementation strategies and challenges associated with its integration. The analysis indicates growing interest in DST as a pedagogical tool across different level of education throughout the years. DST has been applied in various ways, from student-created digital stories to ready-made digital narratives. However, challenges such as limited time, inadequate digital skills, insufficient infrastructure, and a lack of content knowledge in digital video production have restricted its full potential. This review underscores the importance of addressing these barriers to facilitate broader and more effective implementation of DST in Malaysia education.

Transformational Leadership, Technological Competence and Teachers' Performance

This study evaluated the extent of transformational leadership and technological competencies of school teachers in selected universities in China. The study further formulated a policy program that ensured the practice of transformational leadership in the involved institutions. It made use of a quantitative research design. More specifically, the study utilized a descriptive-comparative-correlational research design to gather data and further process, analyze, and interpret these. This research was conducted among three (3) selected universities in Hunan Province of China. The Universities are Hunan International Economic University, Hunan Normal University, and Hunan University. The study was conducted among 186 teachers selected from a population of 357. Several statistical tools such as frequency count and percentage, weighted mean, standard deviation, t-test and ANOVA, and Pearson’s Correlation was used for the data analysis. Based on the study findings, the majority of the teachers are between 31-40 years old, mostly males, with mostly 16-20 years of teaching experience, and are mostly post-graduates. In the assessment of the transformational Leadership of the superiors, the evaluation showed that the superiors possess a higher level of individualized consideration, followed by idealized influence, then intellectual stimulation, and inspiration motivation. In the assessment of the difference in transformational leadership based on age, the finding suggests that the mean assessment of all the age groups are similar, indicating a balanced distribution of the respondents based on age in individualized consideration, inspiration motivation, and idealized influence. The assessment on technological competence show that the highest dimension is the technological pedagogical knowledge, followed by technological content knowledge, and the technological knowledge. A significant relationship exists between technological leadership, technological competency, and the performance of the teacher superiors. This relationship entails that a transformational leadership practice among the superiors influences the level of technological competency and the performance of the teachers.

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.