Teacher Pedagogical Content Knowledge Research Articles

Assessing Teacher Knowledge and Skills for Competency Based Formative Assessment of Mathematical Activities in Public Pre-primary Schools in Gem Sub-county, Kenya

Competency Based Curriculum (CBC) is a reform initiative in Kenya’s education that focuses on Competency Based Formative Assessment (CBFA) practice. The conduct of CBFA requires teachers to be knowledgeable on the new assessment strategies, expected to be attained after training. However, only 42.79% of the pre-primary teachers in Gem have been trained on the CBC, a percentage lower than other sub-counties in Siaya. Further, mathematical activities in Gem registered lowest ranking in performance compared to other learning areas.This raises questions whether the teachers poses the requisite knowledge to conduct formative assessment, which aids learning and achievement. The purpose of the study was to assess teacher knowledge and skills for CBFA of mathematical activities in public pre-primary schools in Gem.Objectives were to establish teacher pedagogical content knowledge to conduct CBFA, determine teacher knowledge of feedback provision to conduct CBFA, examine teacher knowledge of goal setting to conduct CBFA and to determine teacher knowledge of ICT to conduct CBFA. The study was based on Schildkamp et al. (2020) model which places acquisition of knowledge as key requisite for competency based formative assessment of mathematical activities. The study employed descriptive survey research design using mixed methods of data collection. The sample size for the study was 76 teachers, 1 Sub-County ECD Coordinator (SCECDC) and 10 headteachers. Data was obtained using questionnaire, classroom observation checklist and interview schedule. Quantitative data was analyzed using descriptive statistics involving frequency distribution tables, percentages and means while qualitative data was analyzed using thematic categories. Findings indicate that teachers have limited knowledge on using formative assessment tools, setting lesson goal and use of Information Communication and Technology (ICT). They could not differentiate formative from summative evaluation when giving feedback. The results imply that there is need for better structured inset based on prior identification of teachers needs.

EXAMINING PHYSICS TEACHERS’ DOMAIN-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE COMPONENTS IN LESOTHO SECONDARY SCHOOLS

Pedagogical content knowledge (PCK) is considered an important ingredient in shaping classroom practice. PCK requires valid measurement at domain-specific level on different components excluding the teaching context. While the research focuses on measuring the PCK of unqualified teachers and pre-service teachers, the description of qualified teachers’ domain-specific PCK is often overlooked. The purpose of this study was to measure quantitatively the domain-specific PCK of qualified physics teachers focusing on the five PCK components: content knowledge, pedagogical knowledge, assessment knowledge, knowledge of students and curricular knowledge. Data were collected through the paper-and pencil PCK test that was responded to by 87 Physics teachers teaching the last two years of secondary school. Data were analyzed using the Extended Rasch Model and descriptive statistics. The results revealed that Physics teachers have a low PCK in general and low levels of PCK components, the lowest being content knowledge. The study recommends regular refresher workshops for qualified teachers focused on developing different PCK components, with more emphasis on content knowledge. Keywords: pedagogical content knowledge, physics teachers, domain-specific PCK, PCK components

Towards a Quantum Technology PCK for Teachers

For many years quantum physics has been introduced in European secondary schools. However, quantum physics, and even more quantum technology, is not sufficiently part of present physics teachers’ Pedagogical Content Knowledge (PCK). For this reason, the QTEdu pilot project ‘Quantum Technology PCK for teachers’ put together the expertise of several educational researchers in order to i) pre-research the Pedagogical Content Knowledge teachers need to teach Quantum Mechanics (QM) and Quantum Technology (QT) and ii) develop a PCK Map of practical use for teachers and teacher educators. The consortium performed pilots at the local level of existing teaching resources. The partners applied qualitative research methods such as interviews and observations in order to collect illustrations for the activities included in the developed PCK map.

Pedagogical Content Knowledge and Job Motivation in School Teachers: The Mediating Role of Teaching Efficacy

The present study explored the relational dynamics of pedagogical content knowledge, teaching efficacy, and job motivation in school teachers. Directed by the published literature, it was postulated that a) there would be a positive relationship among teaching efficacy, pedagogical content knowledge and job motivation, b) teaching efficacy and pedagogical content knowledge would predict job motivation and, c) teaching efficacy would mediate between pedagogical content knowledge and job motivation. After observing all stipulated ethical considerations, a purposive sample of 220 school teachers (n = 117 men, n = 103 women) with an age range of 20-50 years (M=33.54, SD=4.54) was recruited for this cross-sectional correlational research. Tools used were demographic information sheet, teacher sense of efficacy scale (short form), STEM pedagogical content knowledge scale and motivation at work scale. Findings showed that there was a significant negative relationship between teaching efficacy and pedagogical content knowledge, and between job motivation and pedagogical content knowledge in teachers. Moreover, pedagogical content knowledge was a significant predictor of job motivation and teaching efficacy mediated the relationship between pedagogical content knowledge and job motivation. Other than facilitating occupational and educational psychologists in their work with teachers, current findings can also be incorporated into policymaking of the education sector.

Teachers’ Pedagogical Content Knowledge and Subject Matter Content Knowledge: Is the Framework Still Relevant in Teaching of STEM

This paper takes a sociocultural perspective on the relevancy of Pedagogical Content Knowledge and Subject Matter Content knowledge in teaching and learning of STEM subjects. To teach learners according to today’s standards, teachers’ need to understand Pedagogical content Knowledge and subject matter content knowledge deeply and flexibly so they can help students create useful cognitive maps, relate to see how ideas connect across disciplines and to everyday life. Effective teaching and teacher characteristics, endorse clearly the role played by adequacy of teachers’ Pedagogical Content Knowledge and Subject Matter Content Knowledge as applied in the classroom teaching and learning encounters. Most of the features of effective teachers and effective teaching as a process indicate the necessity of application of the theory of social constructivism, to enhance teachers’ knowledge about prior knowledge of students and their socioeconomic backgrounds. Qualitative research method using classroom observation were used to collect data. Population was made up of 10 teachers in the University of Technology in South Africa. The sample for this investigation was drawn using purposive sampling technique. Classroom observation was analysed using rubric. The overall findings indicates that Pedagogical Content Knowledge and Subject Matter Content Knowledge, enhanced educators’ professionalism and improved quality of teaching and learning outcomes, including motivational levels of both teachers and learners in the classroom. Specifically, Pedagogical Content Knowledge and Subject Matter Content Knowledge facilitate teaching effectiveness and learning efficiency in the teaching of STEM subjects in the University of Technology. It is therefore critical for the University of Technology that are engaged in the teacher programmes to visit how Pedagogical Content Knowledge and Subject Matter Content Knowledge are purposely incorporated into the training programmes. It showed that component of teacher Pedagogical Content Knowledge and Subject Matter Content Knowledge generally is beginning to enhance teaching, learning and assessment positively in the classroom.

Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum

IntroductionTeachers’ knowledge and positive attitudes significantly impact educational settings. This study aimed to assess teachers’ mathematical knowledge for teaching (MKT) and their pedagogical content knowledge (PCK) attitudes.MethodologyIt was conducted on all 23 mathematics teachers from Rwandan teacher training colleges (TTCs). Employing a survey design, standardized performance and attitude tests were utilized, employing instruments known for their standardization, validity, and reliability.ResultsThe findings informed that teachers possess a low MKT but a high PCK attitude. Thus, they performed the MKT test poorly as the average score was below 50%. However, teachers were found to have better content knowledge than other MKT constructs and performed better in pattern function and algebra than in other areas of mathematics. Teachers demonstrated a highly positive attitude toward integrating PCK in teaching mathematics.DiscussionSuch a positive attitude was inferred from the pedagogical training offered by implementing a competency-based curriculum. Therefore, teachers need to improve their MKT performance, and more research is needed on other teachers apart from those in TTCs.

Mediating Role of Mathematics Teaching Efficacy on the Relationship Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety

Effective education requires teaching efficacy, teaching anxiety, and teaching knowledge, all of which are essential elements. In-service mathematics teachers in the province of Quezon participated in this study to examine the role of mathematics teaching efficacy (MTE) as a mediator in the link between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA). 200 in-service mathematics teachers from the Division of Quezon participated in the study by completing a set of questionnaires that included the MTE Scale, MTA Scale, and PCK Scale. The study utilized a quantitative descriptive research design and a mediation analysis. As the main objectives of the study were identified through the problem statement, the researcher decided to adopt the research design as a tool that carried out the study and served as the blueprint to guide the study accordingly. The PROCESS macro was used to conduct mediation analysis to test the theoretical hypothesis. It was found that MTE performs a competitive complete moderating function in the association between PCK and MTA for in-service teachers. The statistics show that high PCK improves in-service teachers’ MTE while decreasing their MTA. Even though PCK predicts MTE, which predicts MTA in turn, further longitudinal and experimental investigations are required to fully comprehend this progression. MTE thus acts as a mediator in the connection between the PCK and MTA. Keywords: mathematics teaching anxiety, mathematics teaching efficacy, pedagogical content knowledge, mediation analysis via the process macro

Assessing the Technological Pedagogical Content Knowledge of English Language Teachers in Cape Coast, Ghana

The study assessed the technological pedagogical content knowledge (TPACK) of public Junior High School English Language teachers in Cape Coast. Triangulation design in the form of mixed methods was used which involved 150 English Language teachers. The simple random sampling technique was used to select the sample of one hundred and fifty (150) out of two hundred and forty (240). A questionnaire and a semi-structured interview guide were used to gather quantitative and qualitative data respectively, and they form the basis for the research. Frequency, means, and standard deviation were used in analysing the quantitative data while the qualitative data were analyzed thematically in line with the research questions. The confidence to teach any aspect of the English Language, and adequate knowledge about the content of the English Language Curriculum of the Junior High School are vital indications that a teacher has command of the content knowledge. Also, the major indicators for the effective application of pedagogical knowledge of the English Language teacher include the ability to manage the classroom effectively, to connect different concepts to enhance students’ understanding, to install software programmes for teaching to use popular application software and to use of blogs, Facebook, Twitter to teach students are indications of the teachers’ technological knowledge.

Portraying the developing PCK of Dutch pre-service geography teachers

Pedagogical Content Knowledge (PCK) is used to describe the knowledge teachers use to teach a specific subject to a specific audience. Although PCK is linked to student success and motivation, relatively little is known about the PCK of geography teachers. Through a mixed methods approach, we surveyed a group of 73 Dutch pre-service teachers in their final year of geography teacher education. We used the PCK-consensus model to address both PCK-on action (teacher knowledge) and PCK-in action (teacher practice). We investigated the former through a CoRe-assignment and the latter through a quantitative survey. Teacher’s PCK-in action focussed on teacher-centred lessons with ample attention for visualisations, current events, and efforts to engage students. The results for PCK-on action confirmed the content dependency of PCK. Pre-service teachers chose different geographical topics and used different goals and strategies when teaching these topics. In this context, we also found that they experienced difficulties when teaching controversial issues. In a final step, we combined the results of both methods for 9 teachers in individual PCK portraits. These portraits show that coherence between PCK-elements and, therefore, PCK-quality is still weak for most pre-service teachers. Consequently, their fragile subject matter knowledge seems to influence their developing PCK.

Content Analysis of Articles on the Technological Pedagogical Content Knowledge of Secondary School Science Teachers in Türkiye

In this study, it is aimed to examine the trends of the studies on technological pedagogical content competencies and technology integration of science teachers in Türkiye in the last 10 years in terms of purpose, year of publication, journal of publication, method, sample selection, data collection tools, data analysis and remarkable results of the studies. In this direction, content analysis method was used in the research. A total of twenty-one academic articles accessed from Web of Science, EBSCOHOST and Google Scholar databases including Türkiye index were analyzed in August 2023. The data were analyzed by content analysis. The analyzed data were presented in the form of tables and graphs with the help of percentages and frequencies. As a result of the research, it was determined that the most common purpose of the studies was "determining TPACK levels and examining them in terms of various variables", the most publications were in 2016 and 2019, the related studies were mostly published in "Education and Science", "Education and Information Technologies" and "Gazi University Journal of Gazi Educational Faculty" journals, the most frequently used method was quantitative, the most frequently used sample group was convenient sampling / easily accessible sampling, the most frequently used data collection tool was scale and the most frequently used data analysis was Anavo-Ancova. Among the remarkable results of the studies, it was determined that "Teachers' TPACK levels are high". It is recommended that more in-depth and detailed qualitative research be conducted on TPACK for science teachers.

PCK in place and with a purpose: a case of historic site-based professional development on hallowed ground at Gettysburg

PurposeThis paper aims to describe a professional development workshop designed to enhance teachers' pedagogical content knowledge.Design/methodology/approachThe program draws on a carefully articulated definition of pedagogical knowledge as elaborated by Shulman, and features the work of scholars focused on pushing new interpretations of the meaning of Gettysburg, especially in polarized political times.FindingsTeacher participants have been found to draw new meaning from their visit that, for many, has had a profound impact on the way they make sense of Gettysburg as a historic site of political importance.Originality/valueThe program offers a model for professional development providers interested in enhancing the pedagogical content knowledge of teachers and engaging them in examination of the past for the purpose of re-examining contemporary political concerns.

Extensiveness of McGovern-Dole Teachers Training Programme on Improving Literacy Pedagogical Content Knowledge of Teachers in Bunda District, Tanzania

Extensiveness of McGovern-Dole Teachers Training Programme on Improving Literacy Pedagogical Content Knowledge of Teachers in Bunda District, Tanzania

Learning Analysis of Technological Pedagogical Content Knowledge (TPACK) of Pancasila and Civic Education Teachers of State Vocational High Schools in Pekanbaru

The background of this research is the teachers who have not fully implemented TPACK. During the implementation of TPACK in schools by teachers, many teachers are not familiar with the term TPACK, but on average they have implemented some of the indicators in TPACK. Therefore it is very necessary to examine how the teacher teaches, the use of technology when learning and others. The formulation of the problem in this study is How is Technological Pedagogical Content Knowledge (TPACK) PPKn Teachers of SMK Negeri Se-Pekanbaru. This study aims to determine the Learning Analysis of Technological Pedagogical Content Knowledge (TPACK) for PPKn Teachers at State Vocational Schools in Pekanbaru. This research is included in the quantitative research with a descriptive survey method. The population in this study were all PPKn teachers in Pekanbaru State Vocational Schools, totaling 32 people with a sample of 17 people. Based on the research results, it was found that the results of the Technological Pedagogical Content Knowledge (TPACK) Learning Analysis of PPKn Teachers at Sepekanbaru State Vocational Schools were in the "Medium" category. This can be seen from the results of the average alternative percentage value of 28.27% + 36.29% = 38.52% with an existence in the range of 33.34% - 66.67%. With these results, it can be concluded that the TPACK (Technological Pedagogical Content Knowledge) of PPKn Teachers in Pekanbaru State Vocational Schools is at the "Medium" level.

Exploration of Teacher Pedagogical Content Knowledge (PCK) and Teacher Educator PCK Characteristics in Future School Science Education

Exploration of Teacher Pedagogical Content Knowledge (PCK) and Teacher Educator PCK Characteristics in Future School Science Education

Modelling, structure and development of domain-specific professional knowledge of Latin teachers

In this paper, the content knowledge and pedagogical content knowledge of teachers of Latin as a foreign language are modelled and examined using a convenience sample (N = 216) with newly validated test instruments. Bivariate correlations show significant relationships between domain-specific professional knowledge and indicators of school or academic success, but no relationships with professional experience. In a confirmatory factor analysis, the two categories of knowledge can be separated according to theory. Their correlation is lower among in-service teachers than pre-service teachers, as multigroup analyses suggest. Furthermore, in-service teachers have more content knowledge and pedagogical content knowledge than pre-service teachers.

Teacher’s Pedagogical Content Knowledge and Students’ Academic Performance in Circle Theorem

Aim: The main purpose of this study was to investigate the impact of teacher's pedagogical content knowledge (TPCK) on students' academic performance in circle theorem.
 Methods: The study used a mixed-methods research approach and a sequential explanatory design with a sample 210 students selected through the probability systematic sampling technique. The primary data was collected using questionnaire, an interview guide and a circle theorem achievement test. The data collected was analyzed using, the regression tool, and deductive manual thematic analysis, which was used for only the qualitative data collected from the interviews.
 Results: The study found a significant relationship between the independent variable teacher’s pedagogical content knowledge and the dependent variable academic performance in circle theorem signifying that students’ performance in circles theorem depends on the pedagogical content knowledge of the teacher.
 Conclusion: Based on the findings that emanated from the data analysed, the study concluded that teachers' pedagogical content knowledge has a significant relationship with students’ academic performance in circle theorem.
 Recommendation: the study recommends that Ghana Education Service organise training conferences and workshops aimed at improving teachers’ pedagogical circle theorem content knowledge.

Developing Teacher Competencies for Teaching Evolution across the Primary School Curriculum: A Design Study of a Pre-Service Teacher Education Module

Numerous studies indicate that evolutionary concepts can and should be taught at the primary school level. However, teaching evolution in primary school is presumably not yet the norm globally. At the same time, the educational potential of evolutionary concepts lies in their applicability to many curriculum topics in the natural and social sciences. Capitalizing on this potential requires broad teacher content knowledge (CK) and pedagogical content knowledge (PCK) about the teaching of evolutionary concepts. However, not much is known regarding ways to develop primary teacher CK and PCK during pre-service training. In this article, we present the iterative design, implementation, and mixed methods formative evaluation (based on a design-based research framework) of a pre-service teacher education module. Its aim was to promote the development of pre-service primary school teacher CK, PCK, as well as motivation and confidence for teaching evolution across the primary school curriculum. Results indicate that pre-service teachers can be supported and motivated to teach evolutionary concepts across various themes in the primary school curriculum through a semester long course. Participants were able to develop core aspects of CK and PCK regarding the teaching of evolutionary concepts in primary school. The resulting module design integrates existing collective PCK on teaching evolution at the primary level as well as novel design considerations and teaching approaches that can be integrated into pre-service teacher education programs. However, challenges remain, particularly regarding the integration of evolutionary concepts in mandated curriculum standards such that the educational potential of evolution can be fully capitalized on by teachers.

Book Review "Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science"

İçinde yaşadığımız yüzyıl itibariyle toplumun ihtiyaçları ve teknolojideki gelişmeler eğitime de yansımış ve eğitimin uygulayıcısı olan öğretmenlerin sorumlulukları bir kat daha artmıştır. Öğretmenlerin edinmesi gereken bilgi ve beceriler değiştikçe, bu bilgi ve becerilerin incelenmesi ve tartışılması önem kazanmaktadır. 2012 yılında gerçekleştirilen 1. Pedagojik Alan Bilgisi Zirvesi'nden dört yıl sonra düzenlenen 2. Pedagojik Alan Bilgisi Zirvesi'nde de bu inceleme ve tartışmalarla öğretmen eğitimine katkı sağlanmaya çalışıldı. 2. Pedagojik Alan Bilgisi Zirvesi'nin odağında daha çok veri ve analiz vardı. Ancak Consensus Modeli (CM) tekrar tartışıldı ve Rafine Consensus Modeli (RCM) ortaya çıktı. "Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science" başlıklı kitap, 2. Zirve sırasında kaydedilen ilerlemeyi ortaya koymayı, Rafine Consensus Modeli (RCM) modelini tüm PAB araştırmacılarına tanıtmayı ve uygulamalara açıklık getirmeyi amaçlıyor. Öğretmen eğitimi ile ilgilenen araştırmacı ve öğretmenlere katkı sağlamak amacıyla incelenen bu kitabın, ilgili literatürü yansıtarak okuyucularda son gelişmeler hakkında bir kanaat oluşturacağı düşünülmektedir.

Analysis of technological pedagogical content knowledge in teachers of mathematics and language and literature subjects

The aim of this research is to analyses the Technological Pedagogical Content Knowledge (TPCK) of teachers of Mathematics and Language and Literature subjects in a secondary school in Nicaragua, specifically in the three dimensions of this theoretical model: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK). The study was developed under a comparative descriptive approach, with the participation of 11 teachers (5 Mathematics and 6 Language and Literature). For the data collection, an online questionnaire was applied to the teachers and analyzed through comparative tables of the three dimensions of the TPCK. The results indicate that there is more evidence of Technological Pedagogical Content Knowledge in Mathematics teachers than in Language and Literature teachers. It is concluded that there is a need to support teachers in both disciplines in specific areas of the TPCK to improve their skills.

Professional Development Workshop for Physical Education Teachers in Southwest China: Benefiting Tai Chi Students with Pedagogical Content Knowledge

Researchers have examined the common and specialized content knowledge (CCK/SCK) of physical education (PE) teachers and compared their pedagogical content knowledge (PCK) with student learning outcomes globally. However, little research has been reported in China on the relationship between PCK and student learning in PE settings. The aims of the study were (i) to investigate the influence of teacher content knowledge (CCK/SCK) on student development stages in PE settings and (ii) to examine the impact of teachers’ PCK on students’ performance in Tai Chi techniques (TCTs) after six days of instruction. Two PE teachers were chosen from two urban, public, mid-sized middle schools located in Chengdu, Sichuan Province, China. This study involved 332 students from six 5th and six 6th grade classes. The study consisted of 185 5th-grade students (98 boys and 87 girls) and 147 6th-grade students (70 boys and 77 girls). We examined how teacher PCK and student TCT changed after a professional development workshop (PDW). Each PE teacher had two classes randomly assigned to the control or experimental condition groups. This study had three phases. Initially, the control condition was introduced; then, a PDW was provided for the teachers; and finally, the experimental condition was implemented. Teaching behaviors were described using mean values, and t-tests based on the highest TCT scores were conducted to examine the effect of teachers’ PCK on students’ TCT learning. Furthermore, PCK effect sizes were calculated using Cohen’s d. Significant relationships existed between teachers’ PCK, CK, and students’ knowledge, with effect sizes ranging from 1.92 to 6.82. Additionally, improvements in teachers’ PCK were associated with improved TCT performance in students (p < 0.05). Increased knowledge and skills can improve teachers’ PCK behavior, resulting in improved student performance in TCTs. These findings may provide evidence for future recommendations regarding knowledge and skill training programs for physical education teachers.