Pedagogical Content Knowledge Scale Research Articles

Examining the Mediating Role of STEM Attitudes between STEM Pedagogical Content Knowledge and STEM Intra Class Practice Self-Efficacy

The general purpose of this research is to examine the mediating effect of STEM attitudes between STEM pedagogical content knowledge and STEM intra class practice self-efficacy. This research was conducted in a causal design. A total of 345 teacher candidates, 261 female (75.7%) and 84 male (24.3%), were included in the research. The data was collected with the STEM Pedagogical Content Knowledge Scale (STEMPCKS), Attitude Scale for STEM Education (STEMAS) and STEM Intra Class Practice Self-Efficacy Perceptions Scale (STEMICPSEPS). Path analysis technique was used in data analysis. In addition, bootstrapping analysis was used to evaluate the significance of the mediating effect of STEM attitudes. At this point, 1000 resamples were made and lower-upper bound confidence intervals were determined. In research results, the mediating effect of STEM Attitudes was found to be significant in the relationship between STEM Pedagogical Content Knowledge and STEM Intra Class Practice Self- Efficacy. Keywords: Path analysis, STEM attitudes, STEM intra class practice self-efficacy, STEM pedagogical content knowledge.

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.

Exploring social-emotional learning in China: a mixed-methods study with Chinese early childhood teachers

The present study explored how Chinese early childhood teachers’ self-perceptions of their pedagogical content knowledge, beliefs, and attitudes towards Social-Emotional Learning (SEL) differ based on their backgrounds. Additionally, this research explored teachers’ understanding of their knowledge, beliefs, and attitudes towards SEL. The study involved surveying 167 early childhood teachers using the Pedagogical Content Knowledge Scale and the SEL Beliefs and Attitudes Scales, as well as conducting semi-structured interviews with 10 early childhood teachers. The study found that teachers’ pedagogical content knowledge and beliefs towards SEL may differ based on their teaching age and educational background. Nevertheless, there is more complexity to these variations than initially assumed, and comprehending this complexity can provide valuable insights into the teachers’ current situation. While teachers demonstrated a positive attitude towards SEL and recognized its significance in promoting children’s overall development, they exhibited lower pedagogical content knowledge scores. This deficit was attributed to a lack of well-structured and high-quality professional learning opportunities. In conclusion, this study aimed to reveal the current state of social-emotional learning among Chinese early childhood teachers, thus addressing a perceived deficiency in the existing Chinese empirical literature.

Adaptation of Maker-Based Technological Pedagogical Content Knowledge Scale (Maker-TPACK) to Turkish for pre-service science teachers

The aim of the study is to adapt the “Maker-Based Technological Pedagogical Content Knowledge” scale developed by Ku, Loh, Lin, and Williams (2021) for pre-service science teachers into Turkish. The study group of the research consists of 188 pre-service science teachers studying at the Department of Science Education at three state universities in Istanbul. This study was carried out using exploratory sequential design, one of the mixed method typologies. As a result of confirmatory factor analyses, it was seen that the scale, which was adapted into Turkish, consisted of 7 sub-dimensions and 27 items, as in the original. These 7 sub-dimensions consist of Content Knowledge, Pedagogical Knowledge, Technological Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge. The Cronbach Alpha Reliability Coefficient of the scale is .948.

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

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

High School Teachers' Technological Pedagogical Content Knowledge and Self-efficacy Perceptions

The aim of this research is to determine the correlation between high school teachers' technological pedagogical content knowledge levels and teacher self-efficacy perceptions. In the 2018-2019 academic year, 386 teachers working in high schools in the city center of Karaman, Turkey, participated in the research conducted in the correlational survey model. The data of the study were collected with the personal information form, the technological pedagogical content knowledge scale and the teacher self-efficacy scale. In the analysis of the data, arithmetic mean, standard deviation, Pearson correlation technique were used. When the research findings are examined; it was concluded that teachers' technological pedagogical content knowledge and their self-efficacy perceptions are at high level. At the same time, there was a positive and medium-level correlation between teachers' technological pedagogical content knowledge and their perception of self-efficacy. The research findings were discussed in line with the related literature and some suggestions were made.

Parent Play Beliefs, Play as a Teaching Technique, and Teachers’ Pedagogical Knowledge, and Children’s Early Numeracy and Literacy Skills: Evidence from Wolaita Zone, Southern Ethiopia

This study examined the associations between parent play beliefs, play as a teaching technique, teachers’ pedagogical knowledge, and early numeracy and literacy skills in six-year-old children who attend preschool education. A correlation study design, under a quantitative approach, was used. Participants included 216 children (106 male and 110 female), 215 teachers (99 male and 116 female), and 210 parents (135 male and 75 female). The Parent Play Beliefs Scale, preschool teachers’ pedagogical content knowledge scale, and literacy and numeracy test were used. Hierarchical linear modeling results showed that the parent play beliefs, play as a teaching technique, and teachers’ pedagogical knowledge of ΔR2 value of 0.020 revealed a 0.2% change in the variance of models 1, 2 and 3 with ΔF (1, 213) = 17.679, p 0.001. Analyses revealed that the combined effects of the independent variables explained a 76.4% variance in children’s early literacy and numeracy. These findings indicate that the variables significantly and positively predicted children’s literacy and numeracy skills. Eventually, in conclusion, areas of further research and implications for policy and practice were forwarded based on the major findings.

Preschool teachers’ STEM pedagogical content knowledge: A comparative study of teachers in Greece and Turkey

This study compares the STEM Pedagogical Content Knowledge of Greek and Turkish preschool teachers. The present research is a comparative descriptive study that aims to determine the STEM Pedagogical Content Knowledge of preschool teachers from Greece and Turkey. A descriptive survey model, a method used in quantitative research, was used as this study's primary research method. The STEM Pedagogical Content Knowledge Scale (STEMPCK) was used in this study. Six hundred sixty-nine preschool teachers - 104 Greek and 565 Turkish teachers - participated in this study. The STEMPCK Scale's construct validity and reliability were tested using this study's data set, which was found to be both valid and reliable. No significant difference was found between the STEMPCK scores of Greek and Turkish preschool teachers. The significant differentiation of STEMPCK scores based on whether the teachers had received any STEM training is discussed in light of the relevant literature. This study determines and compares STEMPCK among preschool teachers from disparate countries such as Greece and Turkey and is expected to contribute to the literature.

The relationship between technological pedagogical content knowledge of mathematics teacher candidates and teaching mathematics anxiety

The aim of this study is to examine the relationship between pre-service mathematics teachers' technological pedagogical content knowledge and their anxiety about teaching mathematics according to gender and class variables. The relational survey model, which is one of the general survey model types, was used in the research carried out by following the quantitative paradigm. Data were collected online from 196 pre-service teachers using the "Mathematics Teaching Anxiety Scale" and the "Technological Pedagogical Content Knowledge Scale". T-test, one way ANOVA and Pearson's Product Moments Correlation Analysis were used in the analysis of the data. The results showed that the pre-service teachers' genders and classes did not affect their mathematics teaching anxieties and technological pedagogical content knowledge. It also revealed a weak positive relationship between the pre-service teachers' technological pedagogical content knowledge and mathematics teaching anxieties.

Examination of classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs

This study aims to examine classroom teachers’ technological pedagogical content knowledge and classroom teachers’ self-efficacy beliefs. The research was conducted in the correlational research model, one of the general survey models. The sample of the research consisted of 1127 classroom teachers working in 150 primary schools affiliated with the Manisa Provincial Directorate of National Education in the 2020-2021 academic year. The research data were collected using online data collection tools consisting of three parts. “Technological Pedagogical Content Knowledge Scale for Classroom Teachers” and “Teacher Self-Efficacy Scale” were used as data collection tools. Descriptive statistics, ANOVA, Kruskal Wallis H Test and Pearson Correlation analyses were used in the analysis of the data. The results of the research showed that classroom teachers’ technological pedagogical content knowledge and self-efficacy beliefs were at a high level. It was determined that the technological pedagogical content knowledge of classroom teachers showed statistically significant differences according to the variables of the duration of computer technology usage and the duration of mobile technology usage, and it was determined that there was no statistically significant difference in terms of gender and professional seniority variables. Teacher self-efficacy levels of classroom teachers showed a statistically significant difference in terms of professional seniority, duration of use of computer technologies and duration of mobile technologies, but there was no significant difference in terms of gender. Finally, with Pearson Correlation Analysis, it was concluded that there was a high level of a positive and significant relationship between classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs.

Technological pedagogical content knowledge as a predictor of physical education and sports teachers' evaluations of distance education

The aim of this study is to reveal whether physical education and sports teachers' technological pedagogical knowledge levels and some variables are significant predictors of distance education evaluation levels. The correlational design, in which the direction and strength of the relationship between more than one variable were investigated, was used in the study. The research group consists of 213 physical education and sports teachers. The data of the research were collected with the Technologic Pedagogical Content Knowledge Scale and Distance Education Evaluation Scale Technologic pedagogical content knowledge general level has increased distance education evaluation general level. Technology knowledge increased distance education evaluation general level, technical level and learning process level. Based on the results, it can be recommended that physical education and sports teachers should be given trainings to increase their technological pedagogical content knowledge levels with the aim of minimizing the problems experienced by physical education and sports teachers in the distance education process and increasing the quality of education.
 
 Keywords:Technological Pedagogical Content Knowledge; Distance Education; Physical Education And Sports Teachers

Investigating Pre-Service Science Teachers’ Technological Pedagogical Content Knowledge through License and Master’s Program (LAMP)

This research used a case study approach to investigate “in-depth” pre-service science teachers’ preparation programs in the Licensure and Master’s Program (LAMP) in the College of Education at the University of Toledo (UT) to integrate technology into their teaching. In this study, the study focused on technology parts TK, TPK, TCK, and TPACK preparation by finding out and knowing the gap in using technology in science. The case study would include a sequential exploratory mixed methods approach, which involves collecting qualitative and quantitative data in order to understand the technology preparation for pre-service science teachers in teaching and practicing in terms of their technology knowledge (TK), technology, and content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical and content knowledge (TPACK). This paper aims to investigate pre-service science teachers’ technological pedagogical content knowledge (TPACK) through the LAMP program. This study focused on pre-service science teachers in science and social studies studying in the two-year LAMP program at the University of Toledo. Three data collection tools were used to investigate pre-service science teachers’ preparation programs in college: The Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers survey, an open-ended interview, and the student’s study plan. According to the TPACK survey findings, the participant did not have any TPK, TCK, and TPACK. Also, in TK, the participant knew no more than 50%. The most important finding was that participants did not believe that we should teach or use technology and preferred traditional methods. Even though he stated that he knows that technology is essential in facilitating education, he did not believe that he should integrate technology in teaching into his classrooms. Therefore, more research on TK, TPK, TCK, and TPACK would help redesign the program that prepares pre-service science teachers to be effective teachers. The pre-service science teacher in the LAMP program in this study needs more support for TK, TPK, TCK, and TPACK in their training program to teach with technologies.

The relationship between preschool teachers pedagogical content knowledge in mathematics, childrens' math ability and liking

This study attempts to identify preschool teachers' pedagogical content knowledge levels in mathematics and to examine its effect on preschool children's mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66 months old and a total of 150 teachers. The study employed three data collection tools: with the 'Preschool Teachers' Pedagogical Content Knowledge Scale regarding Mathematics' and the 'Mathematics Liking Scale for Children' developed by the researchers; 'Early Mathematics Ability Test' to determine children's mathematics ability. The data were analysed using IBM's SPSS 22 statistical package. The correlation analysis results suggested that there were no significant relationships between teachers' pedagogical content knowledge in mathematics, children's mathematics ability, and their liking of mathematics, while a positive and significant relationship was found between children's mathematics ability and their liking of mathematics.

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.

Modelling the relations between Turkish chemistry teachers’ sense of efficacy and technological pedagogical content knowledge in context

ABSTRACTThis study aims to analyse the correlations between chemistry teachers’ sense of efficacy and their technological pedagogical content knowledge in context (TPCKCx). For this purpose, 201 chemistry teachers were included in the study on the basis of volunteering. A total of 121 of the participants were female chemistry teachers and 80 of them were male chemistry teachers. Technological Pedagogical Content Knowledge Scale and Teachers’ Sense of Efficacy Scale were used as the tools of data collection in this study. The data were analysed through descriptive statistics, correlation analysis and structural equation model. Consequently, it was found that TPCKCx had positive and directly significant effects on both efficacy for classroom management and efficacy for student engagement. Additionally, it was found following the analyses done with the structural equation model that TPCKCx did not have a statistically significant effect on efficacy for instructional strategies.

Development of a Preschool Teachers’ Pedagogical Content Knowledge Scale regarding Mathematics

This study aimed to develop a measurement tool in order to assess preschool teachers’ pedagogical content knowledge regarding mathematics. The study was based on 300 preschool teachers working in formal independent kindergartens and nursery classes of primary/secondary schools in the Kahramanmaraş Province of Turkey. Among the participants, 150 were chosen for pre-application and 150 for the main application. The scale consists of five different case studies and a total of 35 items, including dialogues that focus on mathematical content and processes reflected in children’s talk during their play. In calculating the reliability of the scale, Cronbach Alpha was found to be .95 for the pre-application and .96 for the main application. For the validity of the scale, exploratory and confirmatory factor analyses were performed. The exploratory factor analysis results revealed the scale to be a single-factor structure. When the factor loads of each relevant item were examined, no item was found to exist with a factor load value of less than .30. After confirmatory factor analysis was performed, the model fit indices of CFI, TLI, RMSEA, and SRMR values were found to be .91, .91, .06 and .06, respectively. These results show the model to be reliable to an acceptable level. Based on the findings, it could be concluded that the scale is an instrument that produces valid and reliable measures, and that it can be used in order to determine the preschool teachers’ pedagogical content knowledge regarding mathematics.

Pedagogical Content Knowledge, School Climate and Instructional Effectiveness of Secondary Schools Business Teachers in Ogun State, Nigeria

This research examined the relative influence of pedagogical content knowledge and school climate on instructional effectiveness of secondary schools business teachers in Ijebu Division, Ogun State, Nigeria. Descriptive survey design was adopted for the study. Pedagogical Content Knowledge Scale (PCKS), Organizational Climate Index (OCI) and Teacher Effectiveness Questionnaire (TEQ) were used as the instrument for data collection. The statistical method of analysis used for testing the raised questions were Simple percentage, Pearson Product Moment Correlation (PPMC) and Regression Analysis at 0.05 level of significance. The findings revealed that there was a positive relationship between pedagogical content knowledge, school climate and instructional effectiveness of secondary schools business teachers in Ijebu Division, Ogun State. Furthermore, pedagogical content knowledge, school climate significantly influenced the business teachers’ instructional effectiveness in secondary schools. It was recommended among others that principals should ensure that cooperative school climate that can inspire teachers to effectively fulfil their duties is created. The government should persuade and support business teachers to focus on conferences, workshops and seminars that will boost their pedagogical content knowledge in the fulfilment of their duties efficiently.

An investigation of pre-service English teachers’ level of technopedagogical content knowledge

The aim of this study is to identify pre-service English teachers’ technopedagogic content knowledge competence levels. The Technological Pedagogical Content Knowledge Model (TPACK) is unique in comparison to other technology-based models in that it incorporates content knowledge as well in addition to technological competences. The participants of this study are 182 pre-service English teachers studying at two state universities in Istanbul and Sakarya, Turkey. The data is collected through Technological Pedagogical Content Knowledge Scale (TPACK-Deep) developed by KabakA§A± Yurdakul, OdabaAŸA±, KA±lA±A§er, A‡oklar, Birinci and Kurt (2012). The data is analysed through SPSS and the variables grade, gender, daily amount of time spent on the internet and social media are considered in addition to identifying participants’ competence levels. The findings demonstrate that the participants have a high level of TPACK model in general and also in the three dimensions except for merely the Ethics dimension in which they have a medium level of competence. Out of the variables, none of them have a significant effect in the TPACK model in a general, but gender and daily amount of time spent on the internet are observed to have a significant effect on the Design dimension. The analysis offers insights into pre-service teachers’ competence into technology use, content knowledge, pedagogical knowledge and their integration. The findings of this study are expected to contribute to pre-service teacher training and the successful integration of technology into content knowledge for pedagogic purposes.

Examination of the Relationship between Prospective Teachers’ Occupational Anxiety and Technological Pedagogical Content Knowledge by Canonical Correlation

<p style="text-align:justify">In this study, it is aimed to examine the relationship between prospective teachers' occupational anxiety and technological pedagogical content knowledge. Correlational model was used in this study. The participants consisted of 481 prospective teachers studying at Sakarya University Faculty of Education in the spring term of 2018-2019 academic year. Technological Pedagogical Content Knowledge Scale (TPACKS) and Occupational Anxiety Scale (OAS) were used as data collection instruments. As a result of canonical correlation analysis, it was determined that technological pedagogical content knowledge affects occupational anxiety by 62%.</p>