Development Of Pedagogical Content Knowledge Research Articles

Effectiveness of TIMSS Requirements-based Professional Learning Community in Developing Pedagogical Content Knowledge among Science Teachers

The current study aims to build a Professional Learning Community (PLC) based on the requirements of the Trends in International Mathematics and Science Study (TIMSS) and to develop Pedagogical Content Knowledge (PCK) among female Science teachers of middle school. The quasi-experimental approach was adopted and applied to a sample of (20) female Science teachers selected from middle schools in Riyadh, Saudi Arabia. The PCK scale, PLC focus groups, and self-reflection sessions were utilized. The study results demonstrated that the PLC based on TIMSS requirements is effective in the development of PCK among participants. It helped improve their abilities to reflect on the teaching methods and techniques they employ and to focus on and identify their professional development needs. PLC sessions met some of these needs, including training on designing reflective activities, composing good descriptive questions appropriate to TIMSS learning levels, as well as creating and applying effective PLCs. The study recommends creating PLCs within schools and educational districts and encouraging self-refection and collaborative learning among Science teachers.

Do pre-service chemistDo Pre-service Chemistry Teachers’ Collective Pedagogical Content Knowledge Regarding Solubility Concepts Enhance ary teachers' collective PCK regarding solubility concepts enhance after participating in a microteaching lesson-study?

The purpose of this study was to investigate the influence of a microteaching lesson study on pre-service chemistry teachers’ collective pedagogical content knowledge (PCK) regarding solubility concepts. Three pre-service chemistry teachers participated in this study. Data were collected by means of lesson plans, semi-structured interviews, observations, and field notes. Results indicated that participants’ PCK shows uneven development in terms of its components. Specifically, pre-service chemistry teachers’ collective PCK was developed in all subcomponents with respect to the knowledge of instructional strategies component whereas only in some of the subcomponents with respect to the knowledge of curriculum, learner, and assessment. Time of assessment, knowledge of students’ alternative conceptions, and knowledge of the goals and objectives of the curriculum were the subcomponents changed in terms of knowledge of assessment, knowledge of learner, and knowledge of curriculum, respectively. Reflection on action, content knowledge, pedagogical knowledge, and previous experiences of participants were determined as factors influencing their collective PCK development. The present study has several implications for teacher educators.

A Systematic Review of Teacher Factors and Mathematics Achievement

Mathematics is a fundamental subject to science, technology and engineering. Therefore, a good mathematics achievement is required for students to face the future challenges. However, the problem of low mathematics achievement still persists and one of the factors have been found to contribute to this problem that include teacher factors. Previous researchers have linked teacher factors with various elements such as teacher quality, teacher effectiveness, teaching practices, teacher characteristics, Teacher Pedagogical Content Knowledge (TPCK), teacher satisfaction and professional development. However, knowledge of the dominating teacher factors has been very limited in recent five years of research especially in mathematics achievement. Therefore, a systematic review will be conducted to identify the issue. The articles used in this review were accessed from January 2019 to June 2019 using the Scopus database and Clarivate Analytic Journal for Web of Science (WOS). To ensure that this review was done systematically, guidelines by Preferred Reporting Items for Systematic review and Meta-Analyzes (PRISMA) were used. It is found that the dominant of teacher factors that significant relation with student’s mathematics achievement is teacher characteristics from dimension of teacher quality. Therefore, the stakeholder needs to emphasize on the teacher characteristics dimension of teacher quality to improve student’s mathematics achievement.

Developing teachers’ PCK about STEM teaching approach through the implementation of design research

Since the introduction by Shulman in the early 1980s, Pedagogical Content Knowledge (PCK) has been identified as a key teachers’ knowledge that influence teachers’ classroom activity. The identification of this particular type of knowledge developed awareness that the improvement of teachers’ competencies should take the teachers’ PCK into account. If the teachers’ classroom activities need to be improved, the professional development programs should also aware of the teachers’ knowledge and beliefs related to their daily classroom practices. This research was aiming at developing a teacher professional development model with the development of PCK as a main improvement indicator. The research implemented Design Research method. The participants of the research were science teachers and mathematics teachers of Junior High School in Yogyakarta participating in the STEM approach project. The data collected during the processes of preparation, implementation, and evaluation-reflection of the implementation of STEM approach through interviews, focus discussion group, and questionnaires. The research resulted a model of teachers’ professional development program that focuses not only on the teachers competencies but also the teachers’ knowledge that drive their activities in the classroom. One of the main features of the model is on its time allocation dedicated for teachers to be aware of their value and knowledge system and to reflect on the extent to which their value and knowledge system influence their teaching practices.

A Case Study of a Science Teacher’s Knowledge of Students in Relation to Addressing the Language Demands of Science

Learning science encompasses learning the language of science, which can pose considerable challenges to students due to its specialized features and structures. Addressing the three-language problem (the need to transition between daily, general school and disciplinary languages) and the specific language demands of science thus constitutes part of the larger goal of promoting disciplinary literacy. Most studies have focused on the conceptual demands of science learning and have not examined what knowledge teachers require to support students’ learning of the language of science. In this study, we focus on science teachers’ knowledge of students (KS) for addressing the language demands of science. This qualitative case study has two aims: (1) to unpack a teacher’s KS related to their language use in science and (2) to uncover how this KS informs teaching practices. Transcripts of teacher interviews, lesson planning sessions and lessons drawn from two Grade 4 science classrooms taught by a primary science teacher constituted the data for this study. We identify five aspects of KS (i.e. prior knowledge of and about language, difficulties with language, abilities across modes of language and across subject areas and learning progress) that inform four distinct teaching practices. This case study highlights and unpacks a dimension of KS that is often overlooked in the current literature on pedagogical content knowledge (PCK) for science teaching. The implications to teachers’ PCK, science teaching and teacher professional development are discussed in light of the findings.

Student pedagogical content knowledge through project based learning models

Lack of Pedagogical Content Knowledge (PCK) of a teacher becomes a problem in the implementation of mathematics learning. Therefore, it is necessary to make appropriate efforts in developing PCK among students as a form of formal education and as a provision for teaching in the future. One effort that can be done is the use of Project Based Learning (PBL) models. This study uses a quantitative method with the quasi-experimental design (the pretest-posttest non-equivalent group design). The sample used was students of mathematics education study program at the Institut Pendidikan Indonesia (IPI) Garut. The results of the study show that student PCK as a prospective mathematics teacher who gets a PBL model is better than students who get conventional learning models. In addition, the development of PCK needs to be accompanied by the development of knowledge of mathematical content as a whole of the teacher’s competence in teaching mathematics.

From Pedagogical Knowledge to Pedagogical Content Knowledge: Development in Mentor and Student-Teacher Group Conversations

This case study focuses on mentor group conversation meetings with primary student-teachers, demonstrating how student- teachers´ reflections on classroom experiences might influence their understanding of the complicated relationship between teaching, subject matter content and the context. The aim is to study how mentors´ and student-teachers´ reflections affect (or not) the student-teachers´ development of pedagogical content knowledge (PCK). The theoretical framework derives from a sociocultural perspective, emphasising the collective character of teaching and learning. The empirical material consists of video documented mentor group conversations during one semester within an academic school context. Findings show development of PCK, highlighting a transition from pedagogical knowledge and contextual knowledge, to a blending of subject matter knowledge, pedagogical knowledge and contextual knowledge. This blending only occurred when the student teachers reflected on their teaching. Findings demonstrate the need to systematically explore student-teacher reflections of their teaching in practice to discern how different knowledge bases integrate into PCK. https://doi.org/10.26803/ijlter.18.10.15

Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability

This paper discusses a study proposed to analyze technology affecting English Language Teaching (ELT). To begin with, English is an important language in a society where it acts as a bridge to connect different races in a society. However, in the circumstance of 21st-century education specifically for English Language Teaching (ELT) which has been affected by Industrial Revolution 4.0, technology plays an important part as it offers the potential to enhance teaching processes and facilitate the learning of English as Second Language (ESL). For this purpose, Technology Pedagogy Content Knowledge (TPACK) paves a way to determine the correlation between technology, pedagogy and content knowledge among the English teachers on how they incorporate these technology tools in their English teaching. Hence, because of this reason, English teachers will answer a TPACK questionnaire which was adapted from two different questionnaires to understand further how English teachers employ the technologies in ELT. Therefore, by holding on to this purpose, a questionnaire was adapted from two different major questionnaires that related to TPACK. As neighbour to the previous sentence, this research was about this adapted questionnaire that had gone through content validation by experts with more than 10 years of teaching experience in English subject. The methodology that had been used in this research was quantitative method. The data obtained was presented in the form of descriptive statistics and was analyzed by using Microsoft Excel to calculate the Content Value Index (CVI) and Kappa Values for validity. Also, the data was presented in the form of table as it can eliminate any incomprehensibility that arises in interpreting the data. Thus, as the result, the finding of this research had supported the face and content validity and this proved that the result had high reliability and validity. Hence, this adapted questionnaire will be further research in a pilot study to test the efficiency of this instrument.

Pedagogical Content Knowledge in Peer Dialogues between Pre-Service Biology Teachers in the Planning of Science Lessons. Results of an Intervention Study

ABSTRACTProspective teachers perceive peer coaching as a supportive learning opportunity providing benefits in peers’ engagement in active learning, communicative competences, and critical thinking about teaching. Little is known about whether peer coaching also promotes the development of pedagogical content knowledge (PCK) in teacher education, which is regarded as a central dimension of teachers’ professional knowledge. We used a mixed-methods design to investigate whether Content-Focused Peer Coaching (CPC) supports pre-service biology teachers in planning lessons for teaching scientific methods. Pre-service biology teachers (N = 65) from three Swiss and one German university were trained on CPC. After the training, the peers were asked to plan a lesson on teaching scientific methods and to refine their lesson plans in a CPC session. The participants of a control group (N = 53) were given the same task but received no training for CPC. Then, 118 peer dialogs were videotaped, transcribed and analyzed together with the lesson plans (including objectives, timing, instruction materials, procedures and evaluations) via qualitative content analysis focusing on PCK. The results show that the peers of the intervention group discuss a wider range and a larger number of PCK issues than the control group and record more changes in their planning documents. However, the results also reveal that important PCK issues are rarely addressed in the peers’ lesson-planning dialogs (e.g., dealing with students’ conceptions and reflecting on lesson processes and results). Therefore the potential of peer coaching approaches to develop PCK might be limited.

Module-Phase-Dependent Development of Pedagogical Content Knowledge: Replicating a Role-Change Approach in Pre-Service Teacher Education in an Outreach Lab

How pre-service teachers (PST) develop components of pedagogical content knowledge (PCK) is an open question. Theoretically based on PCK and combined with student education in our outreach lab, we implemented a role-change approach in PST education. After theoretical and practical preparation, the PSTs change from the student role, to the tutor role, to the teacher role, on three subsequent days. As PCK components, our approach shifted the PSTs’ orientations toward teaching biology to a more student-centeredness. It also changed their views on student learning difficulties (SLD) and instructional strategies for avoiding those (Scharfenberg and Bogner 2016). Seventy-two PSTs and 1413 students (82 classes) participated in our replication study. As direct replication, we monitored PCK components in pre- and delayed posttests. As conceptual replication, we examined the PSTs’ views on SLDs after practical preparation and after each role experienced, and observed their instructional changes (IC) as teachers. We content-analytically categorized and quantitatively analyzed the SLD statements and the ICs. Cluster-analytically, we compared the PSTs’ SLD view pattern. We directly replicated all the 2016 study results. Conceptually replicating, the PSTs module-phase dependently changed their SLD views (averagely medium effects) and presented ICs. Overall-oriented PSTs (seeing both hands- and minds-on-related SLDs), hands-on-oriented and minds-on-oriented PSTs (one dominating SLD view, each) arose after experiencing the tutor role. The overall-oriented PSTs only shifted their orientation to more student-centeredness. Our replication confirms the step-wise development of PSTs’ PCK. We discuss the relevance of the different module-phase-dependent experiences for science teacher education and future research.

Teachers’ perceptions of a co-constructed tool to enhance their pedagogical content knowledge in environmental education

Environmental educators need pedagogical content knowledge (PCK)—they need to know what to teach and how to teach it. This article examines teachers’ perceptions of the effectiveness of a tool known as a Content Representation (CoRe) for enhancing their PCK development in a school setting. The research design incorporated a partnership between an experienced environmental education consultant and two classroom teachers as they co-designed a CoRe for a unit on environmental action-taking for 16–17 year old students. The classroom teachers then used the CoRe as a guide to plan and facilitate implementation of the unit in their classrooms. Data were generated through field observations of the CoRe design workshop, interviews with the classroom teachers through the planning and implementation of the unit, and classroom observations. Data analysis was framed using Activity Theory. Findings indicated the CoRe design process was highly valued by the teachers that the CoRe was then used as a general guide rather a prescriptive curriculum, and that teachers felt aspects of their PCK were developed.

Lights and shadows in Physics teaching. Contributions of an action research experience

The aim of this paper is to find a teacher’s concerns, difficulties and knowledge construction when he begins to be part of the field of science education research. Pedagogical Content Knowledge (PCK) model and the Content Representation instrument (CoRe) offer a significant theoretical and methodological framework to carry out this kind of study using action-research perspective. Metacognitive knowledge, critical thinking and reflection were used to describe the process and changes of the teacher. Based on a particular experience carried out for the teaching of spectroscopy in secondary school level Physics lessons, a reflection is raised on the practice itself aimed at transforming the teaching task into an object of action - research for the teacher. The processes involved in the selection of the topic, the basis for the design and implementation of the practical activity and the observations of the teacher are described. The results have shown the influence of the teacher intentions and knowledge on his PCK development by means of searching for the best way to design the class for particular students in a particular context. These are a first step to lighten the shadows on the journey to become a Physics education researcher.

Becoming a competent teacher in education for sustainable development

PurposeThis paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD.Design/methodology/approachA multiple case study design was used on two sequential modules of a university’s teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample t-tests.FindingsThe results from this study clearly indicate that the two courses contributed to a shift in students’ non-cognitive dispositions. The study also provides evidence on the students’ competence development and demonstrates how two different learning settings support different dimensions of teachers’ professional action competence in terms of ESD.Originality/valueThe triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.

Influence of problem-based learning (PBL) on Taiwanese elementary school pre-service English teachers’ pedagogical content knowledge

ABSTRACTThis study explores the influences of problem-based learning (PBL) on 21 elementary school pre-service English teachers’ pedagogical content knowledge in a teacher education programme in a university in northern Taiwan. This study has the following major findings based on the analysis of final projects, videos, and interviews. First, participants regarded lesson planning and making teaching aids as their professional learning in pedagogical content knowledge. Secondly, participants regarded ‘field experience’ and ‘the university instructor’s facilitation’ fostered their pedagogical content knowledge development through PBL.

Development of Scientific Literacy and Pedagogical Content Knowledge (PCK) of Prospective Science Teachers through Lesson Study-Based Courses

Lesson Study has been adopted as an effort to improve the quality of education in many countries. Scientific literacy and pedagogical content knowledge (PCK) are two indicators of quality education which most agree are important considerations for science teachers This research has been undertaken by following a lesson study-based action research intervention. The objectives were to analyze its effects on development of prospective science teacher (PST) scientific literacy and PCK indicators. Research subjects were 32 fourth semester PSTs enrolled in Strategies for Teaching Biology course. The research was conducted in three cycles with a plan-do-see phase in each cycle. The data were obtained from PSTs’ tasks and analyzed by comparing the mean score gained for two indicators of scientific literacy and three indicators of students’ PCK. Results of this study indicates that the mean scores gained in each indicator of scientific literacy and PCK were higher in the third and second cycles of lesson study when compared to the first cycle. Therefore it can be concluded that implementing lesson study based action research brought about improvement the PSTs’ scientific literacy and PCK, as well as the quality of teaching and learning processes. Key words: lesson study, scientific literacy, pedagogical content knowledge

Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

AbstractThe purpose of this study is to provide insight into short‐term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK‐before), (b) lesson reflection form (PCK‐after), (c) lesson observation table (PCK‐in‐action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching.

Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge

ABSTRACTThis paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies.

Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community

Research and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T (design and technology) education. Research and design are often taught separately from each other, while in professional STEM practices, many projects are neither ‘research only’ or ‘design only’—they are both. In this study, we aimed to provide insights in teachers’ personal and shared knowledge on how research and design can be connected. To this end, we examined the development of pedagogical content knowledge (PCK) and beliefs of six teachers of the Dutch STEM subject O&O (research and design), who participated in a professional learning community (PLC) aimed at connecting research and design within this subject. Results of pre and post-PLC interviews showed that teachers’ personal PCK was very diverse, probably due to their different beliefs, backgrounds and teaching contexts. Through jointly designing instructional strategies for connecting research and design, teachers contributed to a collective knowledge base. The results of this study indicate that a professional learning community in which teachers with varying backgrounds construct knowledge and instructional strategies together, can be a powerful method to enhance personal PCK and collective knowledge. These are promising outcomes in the light of shaping professional development activities for STEM and D&T teachers, which in turn aims to provide students with a holistic and realistic view on current professional STEM fields.

PEDAGOGICAL COMPETENCE DEVELOPMENT OF UNIVERSITY TEACHERS WITH NON-EDUCATION BACKGROUND: THE CASE OF A LARGE UNIVERSITY OF EDUCATION IN INDONESIA

Pedagogical competence of university teachers or lecturers has lately gained much attention from researchers; however, no research has specifically examined the pedagogical competence of lecturers with non-education background. Herein, drawing upon Olsson et al. (2010) pedagogical competence development and under the Indonesian legislation of lecturer pedagogical competence, we investigated the efforts made by lecturers with no education background in a large Indonesian university of education to develop their pedagogical competence. As many as 40 lecturers took part in our preliminary survey of lecturer pedagogical development, and 20 of them joined our interviews and focus group discussion. Based on the results of the survey and focus group discussion, we gain a description of the efforts made by the lecturers in developing their pedagogical competence, their perceptions of the extent to which their university has facilitated their pedagogical development, and the perceived challenges. Recommendations are drawn based on the results of the research to create a model of pedagogical content knowledge development that is suitable for the lecturers and other non-education lecturers.

Investigating the relationship between pre‐service physics teachers' professional knowledge, self‐concept, and interest

AbstractThis study investigates the relationships between professional knowledge, self‐concept, and interest of pre‐service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self‐concept and interest have mostly been neglected areas of study. As individuals develop domain‐specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain‐specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self‐concept and interest) of N = 200 pre‐service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre‐service teachers use social comparisons. Pre‐service teachers with a higher CK/PCK also showed a higher CK/PCK self‐concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self‐concept. While we could not identify the same effects from professional knowledge on interest, self‐concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.