Development Of Pedagogical Content Knowledge Research Articles

Learning by design: Enhancing online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology

AbstractIn this study, we integrated corpus technology in pre‐service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus‐based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre‐service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning‐by‐design approach, enacted it in co‐designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra‐ and inter‐group interactions to understand the pre‐service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra‐group data (interviews) and inter‐group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning‐by‐design approach, is instrumental in enabling pre‐service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra‐ and inter‐group collaboration modes are important to help pre‐service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject‐specific TPACK training.Practitioner notesWhat is already known about this topic Teacher preparation programmes play a crucial role in developing pre‐service teachers' technological, pedagogical, and content knowledge (TPACK) TPACK integration into pedagogical practice and subject‐specific professional development opportunities are important for effective teaching, but there is a lack of research on subject‐specific TPACK development (eg, TPACK in language teaching) Online collaborative learning can support TPACK development, but most studies focused on intra‐group interactions with little attention to inter‐group interactions What this paper adds Introduces a new corpus‐based language pedagogy (CBLP) for TESOL teachers to help them develop TPACK in language teaching Presents an innovative two‐step training framework for developing TESOL teachers' TPACK in corpus technology Examines the role of online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology through learning by design Provides in‐depth qualitative data analysed both qualitatively and quantitatively to investigate the specific roles that intra‐group and inter‐group interactions play in shaping pre‐service TESOL teachers' CBLP development Develops an analytical framework comprising nine categories (under the comprehension and transformation stages of Shulman's pedagogical reasoning model) to code pre‐service TESOL teachers' TPACK development in corpus technology Finds that intra‐group interactions facilitate both comprehension and transformation stages, while inter‐group interactions predominantly facilitate the transformation stage of CBLP Implications for practice Emphasises hands‐on corpus‐searching skills and guidance on browsing corpora when designing CBLP lessons Encourages both within‐group and between‐group interactions in online collaborative learning to foster TPACK development for using corpus technology in teaching language subjects Considers incorporating similar approaches for developing other subject‐specific TPACK for other teaching subjects

Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment

AbstractSince 2020, teaching has gone through substantive transformation. Teacher educators have been compelled to reevaluate their instructional strategies and the use of technology to deliver effective training for pre-service teachers. The year 2020 escalated the use of teaching strategies that relied on technology as a crucial tool in all teaching processes. Moreover, from the year 2020 and onwards, teacher educators’ knowledge of teaching, curriculum, and technology has been transformed to align with the new teaching and learning requirements for creating and delivering instruction in teacher education. However, little is mentioned in studies on how teacher educators think about lesson activities, especially how they map out instructional pathways and technology integration in a technology-rich environment. It is against this backdrop that this study uses qualitative and interpretive paradigms to investigate teacher educators’ use of mind-mapping for instructional practices in a technology-rich environment. The objective was to understand how they develop or prioritize the development of technological pedagogical content knowledge (TPACK). Six participants were purposively selected based on the criteria that the participants must use mind-mapping to plan lesson activities and integrate technology into the lesson, reflect on the instructional process, and allow the researchers to observe their classroom teaching engagements. Data was generated and collected using journal reflections, observations, and document analysis. The findings showed that the teacher educators made use of mind-mapping in the preparation of lesson activities and created rubrics using mind-mapping. They also used self-made video podcasts and integrated videos in lesson activities and mind-mapped assessment pathways with technology. From the narrations shared by the participants, the use of mind-mapping opened new strategies of planning, teaching, and assessing instruction with technology to develop technological pedagogical content knowledge.

Blurring the lines to promote access and equity in 2‐ and 4‐year Hispanic serving institutions

AbstractPartnerships between two‐ and four‐year Hispanic Serving Institutions (HSI) can provide high‐quality, in‐depth learning experiences for traditionally underserved students. Blurring the lines between these institutions allows for more seamless transitions for prospective teachers (PTs), and maximum collaboration and program impact. This article contributes to the growing literature on such partnerships and collaborations. We describe how our partnership between Northwest Vista College (2‐year institution) and University of Texas at San Antonio (4‐year institution) supported PTs and their development of mathematics pedagogical content knowledge and skills to facilitate in diverse settings (i.e., mathematics sensemaking, questioning, teaching through problem solving, soft teaching skills). To describe the nature of our partnership, in this article we (1) explain some of the main elements of the partnership between the two‐ and four‐year campuses, (2) review the unique, collaborative nature of the Community Mathematics Project, and (3) discuss outcomes that have resulted among Mathematics Fellows who have gone through the program.

Developing Pre-Service Biology Teachers’ Technological Pedagogical Content Knowledge through a TPACK-Based Course

<p style="text-align:justify">This study investigated pre-service biology teachers' (PSBTs’) technological pedagogical content knowledge (TPACK) development. A TPACK-based technology integration course (TPACK-BTIC) was implemented. The study employed a convergent parallel mixed-methods approach. A TPACK survey questionnaire and interview schedule were used to collect data from 50 PSBTs. The quantitative data were analysed by computing means, standard deviations, and dependent samples t-tests, while qualitative data were analysed using deductive thematic analysis based on the TPACK domains. Findings indicate that the intervention positively affected PSBTs’ TPACK development with significant improvements in technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and overall technological pedagogical content knowledge domains. In contrast, pedagogical content knowledge (PCK) and pedagogical knowledge domains showed no statistically significant improvements. PSBTs’ engagement in microteaching lesson study, reflection on using technology, and collaboratively designing lesson plans improved PSBTs’ TPACK domains. The study recommends that teacher training institutions consider implementing content-based technology integration courses that engage pre-service teachers in microteaching lesson study, reflecting on technology use and collaborative designing of curriculum materials that involve using technology to support their TPACK development.</p>

The Impact of Cl4STEM Online Community of Practice on Science and Mathematics Teachers’ Knowledge and Professional Development in Nigeria

Connected Learning for STEM (CL4STEM) is an innovative teacher capacity-building project piloted in Nigeria. It aimed at science, technology, engineering, and mathematics teachers’ capacity building to foster higher-order thinking with inclusion and equity (HOTIE) in their classroom practices. It adopted a model of mobile-based communities of practice (CoP) as one of the strategies for CL4STEM teacher professional development. Hence, this study investigated the impact of the CL4STEM project online CoP on science and mathematics teachers’ subject matter knowledge, pedagogical content knowledge, and professional practice for achieving HOTIE in their classrooms. The study adopted a survey research design involving documentary content analysis and a one-group pre-test-posttest design to collect qualitative and quantitative data to achieve the objectives of the research. The population of the study was all science; biology, chemistry, and physics teachers in senior secondary schools in selected states in Northern Nigeria. Purposive sampling was used to select one newly qualified biology, chemistry, physics, and mathematics teacher per subject area from twenty sample schools in the population, thus a target sample size of 80 science and mathematics teachers, 20 each per subject. Content analysis of the module reports and evaluation of lesson plans were used to obtain qualitative data on the science and mathematics teachers’ CoP practices and professional learning. The Pre-test and post-test on the teachers’ subject matter knowledge and pedagogical content knowledge were the instruments for quantitative data collection. The instruments were validated by the project consultant and science and mathematics education experts. Four research objectives and four corresponding research questions guided the study. Descriptive statistics, descriptive content analysis, and descriptive narrative were used to analyze the data. The study revealed that online CoP has remarkably impacted teachers’ subject matter and pedagogical content knowledge and professional development.

Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection

AbstractThis study focuses on how science teachers’ Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined consensus model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and PCK development. Eleven upper-secondary school science teachers participated in the study. Data from two teachers were chosen to illustrate representative examples from the analysis. The findings indicate that the use of CoRe and video-based reflection provides opportunities for teachers to make their knowledge of practice explicit and help them begin to identify aspects within their own practice that are important for the further development of teaching SD. The use of RCM as an analytical tool also makes an important contribution to how RCM can be used to identify and capture teachers’ PCK.

Evidence of the Development of Pedagogical Content Knowledge of Chemistry Teachers about Redox Reactions in the Context of a Professional Development Program

In this study, we investigated the impact of a continuing professional development program (CPD) on the development of pedagogical content knowledge (PCK) of chemistry teachers regarding the topic of redox reactions. For this purpose, a CPD program designed to develop teachers’ PCK on redox reactions was examined. During the course, teachers were observed and their activities were analyzed. The data collected were based on responses to the CoRe instrument, lesson plans, vignettes, and audiovisual records of the CPD program. Qualitative thematic analysis was employed to analyze the data, focusing on the five components of PCK proposed by Park and Oliver. The results demonstrate that teachers, after participating in the continuing education program, were able to independently develop the components of PCK at different levels, with the knowledge of instructional strategies showing the most prominent improvement. Additionally, it was observed that the components could potentially be integrated, suggesting the potential for enhancing PCK in the context of redox reactions.

Collective pedagogical content knowledge for teaching sustainable development

AbstractIt 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.

A systematic review of digital innovations in technology-enhanced learning designs in higher education

In the years prior to the COVID-19 pandemic, there was considerable innovation in designing and implementing teaching and learning with technology in fully online, face-to-face and blended modes. To provide an overview of technology-enhanced learning in higher education, we conducted a systematic literature review following PRISMA guidelines of digital innovations in learning designs between 2014 and 2019, prior to emergency remote teaching responses to the COVID-19 pandemic. From 130 publications, we identified eight overlapping categories of digital technologies being deployed across higher education fields: simulation and augmented or virtual reality; Web 2.0; learning management systems; mobile learning; gamification and serious games; various technologies in classrooms; massive open online courses; and other software, websites, applications and cloud computing. We use these publications, supplemented with findings from selected meta-analyses and systematic reviews of specific technologies, as examples to guide educators designing technology-enhanced learning activities in changing circumstances that may require blended or fully online delivery. As the 130 publications had mixed perceived quality, levels of evidence and details of learning designs and evaluation presented, we suggest educators share their innovations following reporting guidelines relevant to their research methodologies, enabling others to consider transferability to other contexts and to build on their work. Implications for practice or policy: Leaders and administrators should support staff development of technological pedagogical content knowledge and teaching as design for student learning. Educators and instructional designers, in designing learning experiences, should consider adult learning theories, inclusive practices and digital equity and leverage multiple technologies to facilitate students learning their curricula. In educational research or scholarship of teaching and learning, researchers should provide sufficient detail to enable readers to assess transferability to their own contexts.

Pedagogical Content Knowledge in the Physical Education Field. A systematic review of the literature 2011-2022

Teaching of Physical Education, knowledge about what to teach, who to teach and how to teach must be considered; within the framework of these aspects, Pedagogical Content Knowledge arises, considered as an amalgamation between content and pedagogy. This study analysed the scientific production in the Scopus, Web of Science and Science Direct databases, regarding the development of Pedagogical Content Knowledge in the Physical Education Field, between 2011 and 2022 and was done systematically. Articles were included in English and Spanish, for a total of 32 articles. The results show that there was a peak of publications in the year 2020; the country in which more studies have been carried out is the United States; regarding the level of research, the vast majority are of an explanatory nature. The studies were classified into three categories: Pedagogical Content Knowledge in school Physical Education, in School Sports and in training programs for physical education teachers. It could be concluded that there is a need for Common Content Knowledge and Specialized Content Knowledge to be better taught in teacher education programs as they are a fundamental basis for Pedagogical Content Knowledge. Likewise, since this construct is dynamic and changing, it should also be considered in the professional development phase, since field experience and the relationships established in the field provide new knowledge and formative experiences. Keywords: Pedagogical content knowledge, physical education, teacher training, school sports, literature review.

Grades or No Grades? Promoting Deeper Learning in a Middle Level Mathematics Methods Course

This action research investigated pre-service teachers (PSTs) experiences with ungrading practices in a mathematics methods course designed for middle level PSTs (grades 4-8). This study analyzed archival data through the lenses of pedagogical content knowledge, growth mindset, and self-efficacy to investigate how PSTs’ experiences with the process of ungrading supported their development of pedagogical content knowledge. Throughout the course, verbal feedback was provided during class discourse and the interactive lectures and written feedback was provided for all submitted assignments. The feedback provided was both positive and constructive in nature. Based on the assignment or activity, constructive feedback was either provided to improve future work submissions or for a revise and resubmit of the current assignment. The findings provide evidence that the process of ungrading can be beneficial to learning. Ungrading supported PSTs by teaching them how to grow from the feedback provided and to reflect on their learning throughout the semester. The PSTs developed and improved their pedagogical content knowledge through the processes of revision and reflection. Ungrading is a process that takes more planning, support, and time, but the outcome is well worth the effort.

Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media

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.

Technological Competence and Pedagogical Content Knowledge Practices of Junior High School Science Teachers

The study aimed to assess the technological competence and pedagogical content knowledge practices of Junior High School Science Teachers in Southeast Butuan District 1, Division of Butuan City. A descriptive-correlational design was used, and data were collected from 31 science teachers in the district. A survey questionnaire was administered to assess the participants' level of technological competence in terms of using ICT in teaching, as well as their level of PCK practices in terms of Subject Matter Knowledge (SMK), Instructional Representation Strategies (IRS), Instructional Objective and Context (IOC), and Evaluation of Students Learning (ESU). The Net Agreement Rating (NAR) for their responses on the different areas of TPACK was recorded and cross-tabulated. The findings of the study indicated that the participants demonstrated high levels of technological competence in using ICT in teaching and high levels of PCK practices in relation to SMK, IRS, IOC, and ESU. The study also revealed a moderate positive correlation between the level of technological competence and pedagogical content knowledge practices of the teachers. This suggests that while technological competence may contribute to the enhancement of pedagogical content knowledge practices, there are other factors that can also influence effective teaching. Based on these results, it is recommended that further research be conducted to explore the impact of technology integration on the development of pedagogical content knowledge among teachers. Additionally, identifying other factors that may influence their PCK practices would be beneficial.

How Instructors’ TPACK Developed During Emergency Remote Teaching: Evidence From Instructors in Faculties of 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.

Designing Web-Based Knowledge Building for Pedagogical Content Knowledge Development of Prospective Teachers

Prospective teachers need to be competent in teaching mathematics. Web-based Knowledge Building is designed to train prospective teachers to have knowledge and skills in teaching mathematics to elementary students. The research and development studies using the ILDF model consist of three phases: exploration, enactment, and evaluation. In the exploration phase, 175 prospective teachers respond 5 points Likert scale for need analysis. We get information that prospective teachers have moderate abilities and conceptual knowledge but high abilities in procedural knowledge. Also, they highly intend to improve their competence in teaching mathematics. They have high skills in learning in an online environment. In the enactment phase, the Moodle application was designed and developed Web-based building knowledge running by LMS. Arithmetic’s instruction course installed in LMS organized in 16 sessions and facilitated by document video, and quiz. The prototype was validated by three subject matter and three learning media experts. In the evaluation phase, the prototype was validated by 40 prospective teachers. The results were that the prototype has a higher score in easy to use, subject matter organizing, adequacy and breadth of subject matter, and benefit. In conclusion, web-based knowledge building is valid and appropriate for developing prospective teacher education. The web-based knowledge building is advantaged in information access, collaboration, knowledge construction, and learners’ responsibility in knowledge acquisition.

Effects of the visual analytics of peer feedback on teachers’ TPACK development in a lesson study

ABSTRACT Teacher networks and communities have played an important role in teacher professional development. In such contexts, teachers often receive extensive feedback from peers as part of social learning. However, many teachers have difficulty identifying essential information from a large amount of peer feedback, which may impede self-reflection and peer learning. This study proposes the use of computer-assisted visual analytics of peer feedback to address this challenge. A visualisation-based analytical dashboard was designed and applied to help teachers analyse and reflect on peer feedback in a lesson study community for Technological Pedagogical Content Knowledge (TPACK) development. Primary school teachers participated in the lesson study, in which they collaborated to discuss lesson plans, observe recorded lessons, and give peer ratings and comments using an online platform. By comparing the performance between those using the analytical dashboard and others not using it, the results show that the approach has promising effects on improving teachers’ TPACK as reflected in the lesson plans and their perceived confidence in TPACK. The implications of the findings are also discussed.

Determination of Technology Pedagogy Content Knowledge Levels of Preservice Mathematics Teachers through Activities

It is one of the important qualifications of teachers to know contemporary instructional technologies and to use them in their lessons. However, the studies have concluded that teachers' use of technological tools and equipment is inadequate and their level of using materials is generally not at a desirable level. In this context, the aim of this study is to determine the level of Technological Pedagogical content knowledge of preservice mathematics teachers in the context of technology-supported activities they prepared. The study was conducted with 13 preservice secondary school mathematics teachers studying at a state university. Preservice teachers were given a training lasting 8 weeks. After the training, they were asked to prepare technology-supported activities including concept cartoon (Powtoon, Canva), concept map (Bubbl.us, Luchidchart), interactive worksheet (Teachermade), gamification applications (Puzzlemaker, Wordwall, Matific, ClassDojo) and digital stories (Pixton, Powtoon, StoryboardThat, Storyjumper). The activities they prepared were analyzed by document analysis method with the Technological Pedagogical Content Knowledge [TPACK] rubric developed by Lyublinskaya and Tournaki (2012) and preservice teachers' TPACK levels were evaluated in terms of purpose knowledge, instructional knowledge, curriculum knowledge and strategy knowledge components. The study has revealed that preservice teachers were able to reach the highest level of discovery, curriculum knowledge was the most successful component and they showed the lowest success in the strategy knowledge component. In this context, we suggest that course content that includes such activity design tasks should be prepared and included in the teaching process for the development of preservice teachers' Technological Pedagogical content knowledge.

Exploring dynamic pedagogical content knowledge across fundamental concepts of electrostatics

This paper reports a case study that explored teachers’ dynamic pedagogical content knowledge (PCK) across three big ideas of electrostatics namely the electrostatic force, electric field, and electric field strength. Two pre-service and two in-service teachers participated in the study. The refined consensus model of PCK was adopted as the theoretical framework for the study. We studied PCK as enacted during classroom teaching using observations and interviews. Data was analyzed alongside a four-point scale grand PCK rubric used to score the competence of the teachers for every big idea. The results showed that PCK of the teachers varied across the big ideas, which is attributed to the nature of concepts, as well as teachers’ content knowledge in each. The findings imply that pre-service teacher education programs should involve focus on teaching specific concepts to support the development of holistic PCK for a topic.

Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review

A systematic review is presented with the purpose of exploring the trends associated with the development of technological pedagogical content knowledge (TPACK) from Lesson Study. In the 21st century, technology established a complex and necessary relationship with different sectors of society, enabling different conceptual and practical models for the incorporation of technologies in teaching. TPACK was one of the most outstanding. In this perspective, a systematic literature review is presented taking into account 16 studies published between 2015 and 2021 with the purpose of analyzing the development of TPACK in teachers, in research that uses the Lesson Study (LS) as an intervention strategy. The review was carried out in April 2022 using the following databases: Scopus, Web of Science, Spinger Link, Proquest Central, Science Direct, Redalyc, Dialnet and Scielo. The phases of identification, screening, selection and inclusion of the flowchart of the PRISMA guide were applied. The results reveal that the LS constitutes a theoretical and practical framework that provides contextualized opportunities to work on the training needs and interests of teachers, promoting self-assessment and the construction of new conceptions about teaching with technologies. Therefore, the theoretical discussion reveals that the integrative vision of TPACK is the perspective that predominates the development of this type of research.

A review of research on pedagogical content knowledge in science and mathematics education in the last five years

This study aims to review Pedagogical Content Knowledge (PCK) studies related to science and mathematics education in the ERIC database. In addition, journals published in the Eric database were searched using the same keyword. Thirty-five science and mathematics education studies were analyzed using standards from the related literature. A qualitative thematic review was conducted in this study. All articles were downloaded and read by the researchers. Each researcher examined them together to determine themes. The themes determined were the subjects and topics studied, the profile of the participants, the data collection instruments, the study design, and the consideration of pedagogical content knowledge with its components. The results were reviewed in terms of the competencies of preservice and in-service science and mathematics teachers in pedagogical content knowledge, the analysis of the development of prospective teachers' pedagogical content knowledge, and the components of pedagogical content knowledge. Some implications of these findings were suggested for determining and developing pedagogical content knowledge of prospective and in-service science and mathematics teachers.