Theory Of Pedagogical Content Knowledge Research Articles

Presentations of children in research articles framed within the theory of pedagogical content knowledge

Presentations of children in research articles framed within the theory of pedagogical content knowledge

ACCOUNTS OF ELEMENTARY TEACHERS ON THE USE OF PEDAGOGIES IN ADDRESSING LEARNING LOSS DURING THE IN-PERSON CLASSES: A PHENOMENOLOGY

The purpose of this phenomenological study is to describe the experiences of Elementary School Teachers in using pedagogies to address learning loss during in-person classes. The concept and idea for the study were gleaned from Shulmans (1986) Pedagogical Content Knowledge Theory, which proposes that effective teachers possess a specific knowledge set alongside certain personality qualities, abilities, and dispositions. This theory emphasizes that teaching well requires both artistry and scientific understanding. There are numerous practices, techniques, and abilities that contribute to effective instruction, and these cannot be fully captured in a limited list. The study is further supported by Vygotskys (1978) Cultural-Historical Activity Theory, which views the learning environment from a social constructivist perspective. This theory fundamentally explains how students acquire knowledge in a social context, interacting with peers and mentors. Additionally, Banduras (1977) Social Learning Theory is used as a supporting framework, which suggests that increased social interaction leads to higher levels of learning. Finally, the study is grounded in van Dijks (2020) Theory of the Digital Divide. There were five (5) public elementary school teachers participated in the in-depth interview. They were selected using purposive sampling method. The results revealed in the experiences, coping up mechanisms, and insights in using pedagogies and strategizing to address the learning loss of the students. More so, collaboration with parents, ineffectively usage of modular learning, problems in reading skills of the learners, structuring of rewards and punishment, and flexibility and consistency in teaching. The results are believed to be significant to teachers and Department of Education regarding on the experiences of public elementary school heads returning to being classroom teacher. KEYWORDS: experiences, public elementary school teachers, learning loss, phenomenology, Davao de Oro

Challenges Faced by Economics Teachers who did not Receive Specialised Training in the Subject

Many teachers globally are faced with the challenge of teaching subjects without specialised training in those subjects, and the researchers of this study form part of those teachers. This study investigates the challenges experienced by Economics teachers who did not receive specialised training in the subject. The problem identified by this study was the poor academic performance of learners in Economics, which could be attributed to the teaching of the subject by teachers who have not specialised in this subject. The study was grounded in systems theory and pedagogical content knowledge theory. The study adopted a qualitative research approach that used face-to-face semi-structured interviews and document reviews to collect the required data. Purposive sampling was used to select participants: four educators who teach Economics without specialisation, one School Management Team (SMT) member, one principal, and one subject advisor. The study uncovered challenges such as learners’ struggle to understand English as a language of learning and teaching, and teachers overloaded teachers’ lack of content knowledge and support as challenges experienced by these teachers. It recommended that teachers teaching subjects without specialisation should be reallocated to teach the subjects of their specialisation, and/or the teachers should enrol in a study course(s) specially designed for them to capacitate themselves.

An appraisal of Social Studies Teachers Perceptions of Teachers’ Pedagogical Content Knowledge

The study objective was to assess the perceptions of Junior High School (JHS) Social Studies teachers in the Yilo Krobo Municipality of the Eastern Region of Ghana on teachers’ Pedagogical Content Knowledge (PCK). The study adopted Shulman's theory of Pedagogical Content Knowledge (PCK) as its theoretical framework. The philosophical approach upon which the study is hinged on is the ideology of interpretivism and positivism, in other words, pragmatism. The study used a mixed methodological approach as well as a descriptive survey design. A random sampling technique was used for the study. The study participants were JHS social studies teachers in Yilo-Krobo Municipality, Ghana. Eighty (80) out of the one hundred and two (102) representing 78.43% JHS Social Studies teachers were selected from the fifty-four JHSs in the Municipality. Both Questionnaire and interview guide were used for data collection. The survey data was analyzed using descriptive statistics and the interview data was analyzed using content analysis. The study indicated that at the heart of the PCK concept is the idea that 'deep knowledge' of content is essential for effective teaching and cannot be taken for granted; that it has a significant bearing on teaching and student learning, and that it is used as a cadre to define professional teaching knowledge. PCK also provides the uniquely necessary knowledge for the transformation of the different types of knowledge required for Social Studies teaching and evolves over time due to the progressive awareness of students' needs, while a wealth of content knowledge is imperative for the development of a comprehensive pedagogical content knowledge. The paper recommends that the Ghana Education Service (GES) should conduct regular in-service training for teachers on the enhancement of their PCK, to enable them select appropriate TLMs and pedagogical approaches that foster meaningful learning for students.

Supporting Faculty Development in Technology-Enhanced Accounting and Business Education: A TPACK-Powered, Competence-in-Action Framework

The purpose of this paper is to develop a conceptual framework of teacher competence in technology-enhanced learning environments in higher education that can be used for evaluating teaching effectiveness and guiding faculty development in accounting and business education. Using perspectives from pedagogical content knowledge theory, educational production function theory, and the competence-in-action theory, the paper draws on the teacher competence framework that has been previously used for modelling teacher competences of pre-service accounting teachers and proposes two modifications of it that will allow to include in-service teachers within higher education. The authors argue that by incorporating a set of TPACK constructs the proposed conceptual model can capture and structure the essential types of teacher knowledge for effective technology integration and, therefore, is well-suited for evaluating teaching effectiveness and setting faculty professional learning goals. This paper is an extended and updated version of an earlier paper that was originally presented at the 31st annual conference of the Society for Information Technology and Teacher Education (CITE) in New Orleans, LA.

Supporting Faculty Development in Technology-Enhanced Accounting and Business Education: A TPACK-Powered, Competence-in-Action Framework

The purpose of this paper is to develop a conceptual framework of teacher competence in technology-enhanced learning environments in higher education that can be used for evaluating teaching effectiveness and guiding faculty development in accounting and business education. Using perspectives from pedagogical content knowledge theory, educational production function theory, and the competence-in-action theory, the paper draws on the teacher competence framework (Baumert & Kunter, 2013) that has been previously used for modelling teacher competences of pre-service accounting teachers (Bouley et al., 2015) and proposes two modifications of it that will allow to include in-service teachers within higher education. The authors argue that by incorporating a set of TPACK (Mishra & Koehler, 2006) constructs the proposed conceptual model can capture and structure the essential types of teacher knowledge for effective technology integration and, therefore, is well-suited for evaluating teaching effectiveness and setting faculty professional learning goals. This paper is an extended and updated version of an earlier paper that was originally presented at the Annual CITE Conference (Thomas & Chukhlomin, 2020).

Brother, Can You Paradigm? Toward a Theory of Pedagogical Content Knowledge in Social Studies

Although research on pedagogical content knowledge (PCK) has accelerated in recent years, social studies educators have not generally been part of the conversation. This article explores why a theory of PCK for social studies has been so difficult to elaborate, focusing on the field’s inability to come to consensus on its aims and purposes and on a pervasive distrust of traditional academic disciplines and scholarship they produce. These factors have helped make the effective preparation of social studies teachers, something researchers studying PCK hope to improve, exceptionally difficult. This article proposes that if the field can resolve its relationship to the disciplines, a more coherent conceptualization of teacher education in social studies could come into focus. Such a reconceptualization could help position social studies teacher educators to contribute to the knowledge base on PCK, particularly with regard to the transformation of disciplinary content into school curriculum.

A first step toward a practice-based theory of pedagogical content knowledge in secondary economics

The purpose of this qualitative case study was to gain an in-depth understanding of how three award-winning secondary economics teachers demonstrated their pedagogical content knowledge (PCK), specifically horizon content knowledge, specialized content knowledge, knowledge of content and teaching, and knowledge of content and students. The teachers consistently connected economic content to other grades, subjects, and economic concepts and skills. Economic content was also regularly used to prepare students for citizenship, including casting more informed votes and understanding current events. However, authentic discussions, including ones about controversial issues, were mostly lacking. An emphasis was placed on developing students’ economic reasoning skills, including real-world applications of the economic way of thinking and decision-making models. Additionally, active learning instructional practices were frequently incorporated, and economic content was almost always related to students’ interests and experiences. A detailed description of a first step toward a practice-based theory of PCK in secondary economics concludes the article.

Teachers’ Shared Expertise at a Multidisciplinary University of Applied Sciences

Shared expertise, team teaching, and cooperation among lecturers from different fields have become more and more important in promoting learning and achieving more innovative learning outcomes in multidisciplinary universities. To increase and improve sharing expertise between teachers from different faculties and disciplines, we wanted, on one hand, to identify skills and competences that teachers have in common and, on the other hand, to find areas in which they identify that they need complementation. As a framework for this research, we applied Lee Shulman’s (1986) seven categories of teachers’ knowledge base including the theory of pedagogical content knowledge (PCK). The data were collected by group discussions. The teachers ( N = 22) represented all seven faculties of Helsinki Metropolia University of Applied Sciences (UAS), that is, Business School, Civil Engineering and Building Services, Culture and Creative Industries, Health Care and Nursing, School of Information and Communication Technology (ICT), Industrial Engineering, and Welfare and Human Functioning. The data were analyzed using theory-based content analysis. According to our data, the mutual core competence of a teacher is the capacity to interact effectively. It is a basis for shared expertise. Interaction skills are necessary in collaborative construction of knowledge as students, teachers of different fields, and their partners inside and outside the organization co-operate. Multidisciplinary co-operation among colleagues also helps to maintain subject matter knowledge, as it supports peer learning and encourages everyone to move out of their comfort zones.