Pedagogical Content Knowledge Research Articles

Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study

One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service teachers’ Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) over one semester. Secondly, we evaluate the impact of various teaching strategies aimed at fostering these professional digital competencies, as conceptualized by the Synthesis of Qualitative Evidence (SQD) model. Our sample comprised 308 pre-service teachers (30% male students; x¯age = 23.29) from one German University attending different seminars (N = 40). Utilizing latent-change score models and bi-factor exploratory structural equation models, we indicated no significant overall change in TPK and TPACK across seminars. Taking into account the SQD teaching strategies and students’ satisfaction with these, not single teaching strategies but the orchestration of these strategies significantly positively impacted the development of pre-service teachers’ TPK and TPACK across seminars within a semester. These findings highlight the importance of employing various teaching strategies in pre-service teacher education to enhance pre-service teachers’ TPK and TPACK.

The Correlation between Self-Efficacy Levels and Pedagogical Content Knowledge among Madrasah Ibtidaiyah Teachers

This study examines the relationship between self-efficacy in geometry and Pedagogical Content Knowledge (PCK) among Madrasah Ibtidaiyah teachers in Banyumas Regency. Self-efficacy was assessed in 79 sampled teachers using a multidimensional teaching self-efficacy scale focused on effectiveness and classroom management, while PCK was evaluated through tasks involving the perimeter and area of two-dimensional shapes. The findings reveal a weak correlation between self-efficacy and PCK, indicating limited interdependence. This highlights the need to address gaps in both areas. Within an Islamic context, the study emphasizes the relevance of tazkiyah (self-purification) and ilm (knowledge acquisition) as principles of teacher development. It recommends targeted training aligned with Islamic values to simultaneously enhance self-efficacy and PCK. Such an integrated approach aims to improve teaching skills, foster holistic growth, and create a nurturing learning environment that benefits both teachers and students.

A quantitative model of technological pedagogical content knowledge (TPACK) based on graphical calculation

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework used to assess information teaching. However, its application and popularity in practice is limited due to usability and accuracy issues. This study presents a quantitative model called TPACK-Venn, which is based on the graphical calculation of a Venn diagram determined by survey results. The model was tested through a teaching experiment in which students are invited to create micro-courses. Self-evaluations and objective evaluations were conducted independently. A total of 112 micro-courses and their corresponding subjective self-evaluations, as well as 224 objective evaluations, were collected as the control group. After screening, the remaining 96 scores and TPACK modeling values of micro-courses were standardized. The standardized values have an inter-rater reliability of over 80%. It is important to note that the TPACK-Venn model adjusts the significance of the normal distribution of the survey results. As the normal distribution has widespread applicability in teaching guidance. This study presents a highly efficient and practical model for applying the TPACK theoretical framework.

Developing Teachers’ Disciplinary Knowledge for High School STEM Integration: A Review of a Decade of Educational Research

Increasing calls for greater STEM-integrated experiences in K–12 education have spawned numerous studies on teacher beliefs, educational goals, and practices for teaching and learning. However, how the field proposes to support the development of teachers’ STEM-integrated disciplinary knowledge appears to be underresearched. In this systematic review, we analyzed 110 articles to determine (a) in what ways has the literature focused on teacher learning, (b) to what extent the literature addressed the development of teachers’ STEM-integrated disciplinary knowledge, and (c) to what extent the literature identified mechanisms for developing teachers’ STEM-integrated disciplinary knowledge. Results reveal needs that include, among others, more studies focused on developing teacher disciplinary knowledge; studies that differentiate teacher needs at different grade levels; studies that differentiate mechanisms aimed at developing teachers’ pedagogical knowledge, pedagogical content knowledge, and disciplinary knowledge; and studies that explicitly examine the mechanisms being used to support the development of teachers’ STEM-integrated disciplinary knowledge.

Demographic factors affecting technological pedagogical content knowledge in Generation-Z preservice biology teachers

Demographic factors affecting technological pedagogical content knowledge in Generation-Z preservice biology teachers

Assessing the educational needs of Philippines indigenous Kalinga teachers and students in mathematics: Insights for researchers and policymakers

Society 5.0 and the post-pandemic trends in mathematics education have presented significant challenges, especially to the teachers and students of indigenous communities. Because of the uniqueness of these groups, different studies present varied ways of addressing problems particular to a certain group. Through an Exploratory Sequential Research Design (ESRD), this study identified and analysed the challenges encountered by the Philippines’ Indigenous Kalinga teachers and students in mathematics education with the goal of recommending evidence-based solutions to address emerging issues. The primary qualitative phase consisted of a presentation of the general landscape of teacher education and education in the community obtained from a systematic review of pertinent literature and records. Zooming in, a focused view of the Kalinga teachers and students was achieved through 2 focus group discussions integrated with a semi-structured interview. The secondary quantitative phase was subsequently conducted through the measurement of the teachers’ TPACK skills and students’ learning engagement. The results from both phases showed that the teachers are challenged to equip themselves with various technological resources, misalignment of instruction with the mandated framework, a mismatch between the teacher education program courses and the expected mathematical content knowledge for teachers, and a lack of pedagogical understanding regarding the interplay of culture and technology. For students, their emotional and social engagement is limited, affecting their overall engagement in learning mathematics. In the integration phase, practical solutions for how teachers can effectively integrate cultural elements into the design of technology-based instructional materials, such as authoring tools, are presented. By implementing these recommendations, we anticipate significant improvements in students’ engagement in mathematics from the teachers’ transformed pedagogical practices that conform to current trends.

Implementing the TPACK model to enhance learning outcomes of future biology teachers for the digital era

This research is motivated by the rapid development of technology, which has impacted learning in preparing prospective teachers for the digital era. One of the essential competencies required for this preparation is the ability to implement the TPACK model in the learning process to improve the learning outcomes of prospective biology teacher students. This study aims to analyze the effect of implementing the Technological Pedagogical Content Knowledge (TPACK) model on the learning outcomes of prospective biology teacher students in preparing them as educators in the digital era. TPACK is a framework that integrates technology, pedagogy, and content to create more effective and interactive learning experiences. The research method used is quasi-experimental, employing a non-equivalent control group design. The results show a significant improvement in the learning outcomes of students in the experimental group compared to the control group. The implementation of TPACK also enhances students' technological skills, which are crucial for their preparation as teachers in the digital era. This study concludes that the application of TPACK not only has a positive impact on cognitive learning outcomes but also fosters a positive attitude towards the use of technology and improves students' psychomotor skills.

Mapping Educators’ Knowledge, Perceptions, and Readiness (KPR) towards the Adoption of Extended Reality (XR) Technologies in the Classroom (KPR-XR): Scale Development and Validation

This research endeavor aimed to develop and validate a comprehensive scale to assess educators’ knowledge, perceptions, and readiness (KPR) towards the adoption of Extended Reality (XR) technologies in classroom settings. XR (Virtual Reality -VR, Augmented Reality-AR, and Mixed Reality-MR) has transpired as a ground-breaking tool within the educational landscape, but its effective integration completely relies on educators. Grounded in three theoretical frameworks- Technological Pedagogical Content Knowledge (TPACK) for Knowledge, Technology Acceptance Model (TAM) for Perception, and Unified Theory of Acceptance and Use of Technology (UTAUT) for Readiness- the initial scale included 41 items that were drawn/inspired from different papers published in international journals. After this, expert reviews and Content Validity Index (CVI) calculation were undertaken, which resulted in three items being removed, resulting in a 38-item scale. The scale was then administered to 700 University educators across India in the mid of 2024. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) validated the scale structure, confirming three distinct dimensions (KPR) with strong internal consistency (> 0.90). The KPR-XR scale offers a reliable means to examine the critical factors (KPR) that influence educators' adoption of XR technologies, providing important implications for educational practice and policy.

고등학교 장애학생 대학생활체험 프로그램에 대한 예비과학교사의 서비스러닝 운영 사례

This paper presents a field research case applying service-learning pedagogy for a university life experience program targeted at high school students with disabilities, conducted at J University in 2022 and 2023. The study involved open-ended surveys and reflective journals from participating high school students, supervising teachers, guardians, and educational support staff (mentors in service-learning). The findings of the study are as follows. The educational satisfaction of students with disabilities who participated in the program was very high. Students were able to experience the possibilities of college admission and career exploration through major experiences, mentoring, and the support of service-learning mentors. The pre-service science teachers who participated as mentors had very high expectations for the program and were satisfied with the class operation. They reported learning new things while preparing to lead and teach students with disabilities, thereby developing core competencies such as sharing, caring, and a sense of community essential for future society. In particular, pre-service science teachers viewed this as a great opportunity to foster mutual benefit in service-learning classes, practical pedagogical content knowledge (PCK), and self-efficacy in their teaching profession. Participants expressed a desire for this program to be a long-term special program at the university, continuing beyond high school graduation as part of transition education for students with disabilities. Moreover, it was suggested that the role of educational support staff should extend beyond ensuring safety and care for students with disabilities to fostering mutual benefit and sustainable development. This study proposes that service-learning is an effective teaching and learning method with long-term benefits.

From Technophobia to Techno confidence: Integration of iPad Software Applications in Teacher Training

The COVID-19 pandemic had a profound effect on higher education worldwide, underscoring the need for effective technology integration to enhance teaching and learning. This study aimed to address technophobia by introducing four iPad software applications to a group of 35 first-year Bachelor of Education preservice teachers specializing in the Intermediate phase at a private higher education institution in Westville, KwaZulu-Natal, South Africa. Conducted over six weeks in the second semester of 2024, the qualitative case study collected data through pre-intervention questionnaires, classroom use of Stop Motion, iMovie, Keynote and Plotogon in mathematics, natural science, and technology lessons, and a post-intervention focus group discussion. The findings demonstrated strong technological engagement under instructor guidance, with 91% of participants using at least one application during the intervention. The primary objective was to enhance preservice teachers' Technological Pedagogical Content Knowledge and reduce technophobia through hands-on experiences with iPad software applications. The findings revealed that preservice teachers envisioned using these four applications to create interactive, engaging, and student-centered classrooms, where learning is enriched through collaboration, creativity, and subject-specific tools for mathematics, natural science and technology. While many preservice teachers found the software applications easy to use, concerns about accessibility and teacher proficiency, especially due to socioeconomic disparities, highlighted the need for additional technology training. Stop-motion, Keynote and iMovie iPad software applications were believed to be crucial for developing technological pedagogical content knowledge, with Keynote particularly effective for blending abstract topics and concepts with innovative teaching strategies. It was recommended that Keynote be integrated into teacher training to create engaging worksheets and presentations. Stop Motion and iMovie could be used to create entertaining and interactive animations. Interestingly, the findings revealed that Plotagon was not used by the preservice teachers, possibly indicating technophobia or a lack of familiarity and confidence with the iPad software application. The study emphasized the importance of incorporating iPad software applications to assist primary school preservice teachers in overcoming technophobia and building confidence in technology integration. This integration of Stop Motion, Keynote, iMovie, and Plotogon could enhance teacher and learner experiences through creative and innovative instructional designs in mathematics, natural science, and technology.

Analysis of Technological Pedagogical Content Knowledge Competence of Biology Teachers in the Use of High School Instructional Media

This study aims to analyze the Technological Pedagogical Content Knowledge (TPACK) competence of biology teachers in the use of instructional media in high schools in Kuala Tungkal. This research employs a descriptive method with a quantitative approach, involving 7 biology teachers from 3 public high schools in Kuala Tungkal as subjects. Data were collected through questionnaires, interviews, and observations. The results indicate that the technology-based instructional media used by teachers vary according to the needs of the materials being taught. In terms of technological knowledge, the average percentage obtained was 77.78%, which falls under the Good category, while the pedagogical content knowledge aspect scored an average percentage of 84.4%, categorized as Very Good. The conclusion of this study suggests that biology teachers in Kuala Tungkal have good TPACK competence in the use of instructional media. Recommendations from this study include the enhancement of training for developing more advanced technology-based instructional media, such as e-modules and interactive simulations, to further improve the quality of biology education.

Bridging the gap in technology integration in education: An examination of science teachers' competencies and needs

This study investigates science teachers' perceptions of their level of Technological Pedagogical Content Knowledge (TPACK) and the challenges they face in integrating technology into the classroom. Using a case study approach, data were collected through the TPACK scale and semi-structured interviews with 102 science teachers. The results reveal significant deficiencies in teachers' design and proficiency dimensions of TPACK, which impact on their ability to integrate technology effectively. While basic technologies such as smart boards and presentation software are commonly used, the lack of advanced integration is attributed to insufficient infrastructure, inadequate training and limited discipline-specific materials. In addition, dissatisfaction with professional development programs and low levels of technological literacy among students further hinder technology integration. The findings emphasize the need for tailored, practical training programs and improved infrastructure to address these challenges. It also highlights the importance of incorporating student-centered, technology-enhanced learning strategies to promote effective teaching practices. Curriculum revisions, collaborative training programs, and further research into the pedagogical impact of technology integration are recommended.

Development Of Training Programs To Enhance Teachers' Digital Skills With Technological Pedagogical Content Knowledge (TPACK)

The development of digital skills for teachers is important in the digital era, especially in the effective integration of technology into teaching and learning. This research focuses on the development of a training program based on Technological Pedagogical Content Knowledge (TPACK) to enhance teachers' ability to utilize educational technology. The program was developed using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation, to create relevant and adaptive training experiences. The program focuses on a development process designed to meet the diverse needs of participants and address barriers to digital training implementation in various educational contexts. The training results show that the majority of participants successfully mastered the basic TPACK competencies and demonstrated high levels of satisfaction. The program also adapts its approach based on the characteristics and needs of participants at each educational level, incorporating both online and face-to-face sessions. Despite challenges in infrastructure and accessibility, the program has been proven to significantly enhance teachers' digital skills, as evidenced by good graduation rates and positive participant perceptions of the training benefits. Therefore, this TPACK-based training can serve as an effective model in teacher professional development.

Incorporating Indigenous Knowledge into Chemistry Lessons on Acids and Bases:

This study delved into the potential and hurdles involved in integrating indigenous knowledge (IK) into Physical Science lessons among Namibian teachers. Rooted in an interpretive paradigm, it adopted a qualitative case study approach, gathering data through observations and stimulated recall interviews. Socio-cultural theory served as the overarching framework, with Pedagogical Content Knowledge (PCK) used as a lens for data analysis. Specifically, the study employed five knowledge components within the realm of topic-specific pedagogical content knowledge (TSPCK) to scrutinize the data. Two Grade 9 Physical Science teachers were observed teaching concepts on Acids and Bases, with each teacher's two lessons providing qualitative data. Teachers were purposively sampled for inclusion in the study. The findings indicated that teachers possessed local knowledge that could be effectively integrated into Physical Science topics. For example, the topic of acids and bases was identified as conducive to incorporating IK. Both observed teachers utilized local substances to enable learners to practically test them using litmus paper (blue or red). Substances such as Omutoko (wood ash), Oshikundu (a traditional drink made from Mahangu flour and sorghum), Oshimhumu (a shrub used for dental hygiene), and Onghalanyenye (subterranean soil) were tested for their acidic or alkaline properties during Physical Science lessons. Stimulated recall interviews further revealed teachers' awareness of homegrown substances suitable for teaching acids and bases in science lessons.

Pre-service teacher professional education program (PPG) and Indonesian science teachers' TPACK development: A career-path comparative study

AbstractThis study examined the impact of the Indonesian pre-service teacher professional education program (PPG) on pre-service science teachers' technological pedagogical content knowledge (TPACK) competencies. As a government-directed initiative, the PPG program's curriculum is aligned with TPACK principles. We conducted a comparative analysis involving 311 teachers divided into four groups: pre-service PPG science teachers, pre-service science teachers not enrolled in PPG, in-service science teachers with less than two years of experience, and those with more than two years of experience. ANOVA results revealed a significant positive effect of the PPG program on TPACK scores, except when comparing non-PPG pre-service teachers to in-service teachers with less than two years of experience. Pre-service PPG teachers demonstrated greater confidence in technology-related TPACK components. In contrast, in-service teachers with over two years of experience exhibited higher overall TPACK scores, particularly in pedagogical knowledge, content knowledge, and pedagogical content knowledge. These findings highlight the effectiveness of government-sponsored teacher training in enhancing TPACK while recognizing the valuable expertise that experienced teachers bring to their practice. The study suggests a need for resource allocation and training strategies that incorporate the strengths of both pre-service and experienced educators to foster a more comprehensive approach to teacher development.

Exploring epistemic injustice in dyscalculia

ABSTRACT This article explores the intricacies of epistemic injustice within the field of education, with a specific emphasis on its manifestations among students with specific learning disabilities, notably dyscalculia. Epistemic injustice, as delineated by Fricker, pertains to the inequities in the generation and dissemination of knowledge. In the context of education, this injustice can manifest predominantly through educators exhibiting a disregard for students’ contributions, a reluctance to embrace diversity, and the imposition of a singular cognitive framework. Students facing specific learning disabilities often find themselves subject to epistemic injustice, stemming from misjudgements by their instructors and an underestimation of their capabilities. In the subsequent discussion, our focus will narrow to the nature of dyscalculia, exploring the associated knowledge related to dyscalculia, the facets of pedagogical content knowledge specific to mathematics, the mindset of educators, and the epistemic injustices that arise as a consequence.

Construction and application research of intelligent classroom teaching system based on TPACK level of normal students in Chinese colleges and universities

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.

Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program

AbstractIntegrating generative artificial intelligence (GenAI) in pre-service teachers’ education programs offers a transformative opportunity to enhance the pedagogical development of future science educators. This conceptual paper suggests applying the GenAI tool to evaluate pedagogical content knowledge (PCK) among pre-service science teachers. By holding interactive dialogues with GenAI, pre-service teachers engage in lesson planning in a way that reveals their understanding of content, pedagogy, and PCK while facilitating the practical application of theoretical knowledge. Interpretation of these interactions provides insights into teachers-to-be knowledge and skills, enabling personalized learning experiences and targeted program adjustments. The paper underscores the need to equip pre-service teachers with the necessary competencies to utilize GenAI effectively in their future teaching practices. It contributes to the ongoing discourse on technology’s role in teacher preparation programs, highlighting the potential of addressing existing challenges in evaluating and developing teacher knowledge via GenAI. The suggested future research directions aim to further investigate the GenAI usage implications in educational contexts.

Students’ Experience in Modular Learning and Motivation to Achieve Academically: The Mediating Effect of Pedagogical Content Knowledge of Teachers

This study investigated the mediating role of perceived pedagogical content knowledge of teachers on the relationship between students' experiences in modular learning and their motivation to succeed academically. The study was conducted using a quantitative study design with 300 junior and senior high school students selected using stratified sampling technique in the Island Garden City of Samal. Data was gathered using three sets of modified standardized survey questionnaires. Tests on the content validity and reliability of these instruments were conducted. The Mean, Pearson r Correlation Coefficient, and Path Analysis were used to analyze the data. The findings demonstrated high levels of motivation to achieve academically, very high level of pedagogical content knowledge, and high level of modular learning experience. The association between students' experience in modular learning and motivation to achieve academically, motivation to achieve academically and pedagogical content knowledge and students' experience in modular learning and pedagogical content knowledge were all statistically significant. Additionally, the current study demonstrated a partial mediation of pedagogical content knowledge on the relationship between students' experience in modular learning and motivation to achieve academically.

비교과 프로그램 연계 모의수업 시연의 효과 분석: 예비유아교사의 전공만족도, 교수기술, 음악 교수효능감 및 교수내용지식을 중심으로

Objectives This study aims to investigate the effectiveness of mock classroom demonstrations linked to extracurricular programs for pre-service early childhood teachers, focusing on major satisfaction, teaching skills, music teaching self-efficacy, and pedagogical content knowledge. Methods For this purpose, a study was conducted with 42 students (experimental group) from University A and 38 students (comparison group) from University B, both located in the Chungcheong region, who were enrolled in an early childhood music education course. Normality and trends were examined using SPSS 23.0, and the effectiveness was analyzed using independent samples t-tests and paired samples t-tests. Results The main findings are as follows: Firstly, the experimental group demonstrated an improvement in post-test mean scores compared to their pre-test scores. In the comparison group, although some sub-factors showed improvement in post-test mean scores compared to pre-test scores, most scores decreased. Normality was confirmed, and homogeneity between the experimental and comparison groups was established. Secondly, the pre-test and post-test comparison within the experimental group indicated that post-test mean scores were significantly higher than pre-test mean scores across all factors. Conversely, the comparison group did not show statistically significant differences between pre-test and post-test scores. Comparison between the experimental and comparison groups revealed that the experimental group achieved significantly higher scores than the comparison group. Conclusions The study results verified the effectiveness of integrating extracurricular programs into field-linked classes to enhance the overall understanding of majors among incoming students. Accordingly, the study aims to propose activation strategies for theoretical and practical courses through a tailored approach to integrating extracurricular programs.