Pedagogical Content Knowledge Research Articles

Pre-service teachers manifested mathematics pedagogical content knowledge: The role of the teaching practicum

Pedagogical content knowledge (PCK) begins to develop during teacher education and the teaching practicum reinforces its development. This study is an interpretive inquiry into pre-service mathematics teachers’ practicum classrooms. The study explored four pre-service mathematics teachers’ PCK through observations and interviews. The pre-service teachers were found teaching various mathematics topics to students at different levels of secondary education. Findings indicate that pre-service teachers demonstrated some important elements of mathematics PCK. However, they tended to focus more on procedural rather than conceptual learning, lacked knowledge of some topic-specific teaching and learning resources, and made some flaws, possibly emanating from a lack of classroom experience. The study recommends teacher education to focus more on analysis of the mathematics curriculum and opportunities for practical teaching sessions including practicum and microteaching that are supported by experienced mentors in mathematics.

A systematic review of green and sustainable chemistry training research with pedagogical content knowledge framework: current trends and future directions

This study reviewed the green and sustainable chemistry education (GSCE) research that provided training at the tertiary level from 2000 to 2024. The Web of Science and ERIC databases were screened using title and abstract review. In total, 49 studies were analysed. The analysis instrument has two main parts, namely, general characteristics of the training, which was formed in light of the GSCE literature (i.e., chemistry sub-disciplines, type of implementation, and context), and analysis of the training through the lens of pedagogical content knowledge (PCK) construct that is the commonly-used framework for the analysis of training regarding orientation to teaching GSCE, learner, curriculum, assessment, and instructional strategies utilised. Results showed that organic chemistry (n = 15) is the most emphasised branch of chemistry in the articles. Regarding the learner component, the studies were inadequate, and very few studies provided information about the misconceptions and difficulties that students may encounter while learning GSC. Regarding the curriculum component, among the green chemistry principles, ‘use of renewable feedstocks’ was the most emphasised, while the least emphasised ones were ‘reduce derivatives’ and ‘real-time pollution prevention’. Fourteen studies used subject-specific teaching strategies (e.g., cooperative teaching and project-based strategies). Although representations are not used in GSCE, most of the studies included laboratory studies (n = 31). Finally, regarding the assessment, very few studies focused on measuring students' skills (laboratory skills, discussion skills, etc.) and affective variables. In light of the findings, GSCE training should get more benefit from the literature on science/chemistry teaching strategies. Moreover, alternative assessment tools (e.g., rubrics and concept maps) should be utilized regarding the instruments utilized to assess the participants' GSC knowledge.

Teachers Competencies for Pedagogical Practice in Special and Inclusive Education Towards the Development of TPACK Framework

Abstract: This study aimed to determine the profiles and competency levels of Special Education Teachers (SpEdT) and Receiving Teachers (ReT) in applying the TPACK framework to facilitate learning in an inclusive setting. It assessed the components of the TPACK framework that required improvement based on the teachers' competencies and examined the significant relationship between the teachers' profiles and their competency in applying the TPACK framework. The findings served as the basis for a teacher development plan for the 2024–2025 school year in selected public schools in the Tri-City area of Metro Cebu that offered Special and Inclusive Education (SIE) programs. The study employed varied research designs, including cross-sectional, correlational, and descriptive correlation approaches. The collected data were analyzed using frequency, weighted mean, and Chi-square tests. The research found that most respondents were female, aged 44 to 53, married, and pursuing a master’s degree, with 13 to 18 years of experience in managing 11 to 20 learners, primarily those with intellectual disabilities, autism spectrum disorders, or orthopedic disabilities, in self-contained classrooms. While all TPACK components were rated as "Competent," only Pedagogical Knowledge (PK) was rated as "Highly Competent," whereas Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK) received lower scores. The study found no significant relationship between most profile factors and TPACK competencies. However, the sex of the teachers was significantly related to their Content Knowledge (CK) competency, while Pedagogical Content Knowledge (PCK) and Technological Pedagogical Knowledge (TPK) were significantly related to civil status. Additionally, the type of class assignment had a significant relationship with CK competency. Overall, SpEdT and ReT teachers were considered competent in applying the TPACK framework for inclusive education. The study recommended implementing a development plan that included professional development, partnerships, and ongoing competency monitoring

Challenges in Technology Integration for Elementary Teachers

Integration of technology in education contributed a great impact in the educational system. This study examines existing literature on the challenges faced by elementary school teachers in the implementation of technology into their classrooms, specifically for young learners aged 5-12 as well as drawing on educational theories to overcome these challenges. The Technological Pedagogical Content Knowledge (TPACK) framework was utilized in identifying gaps encountered by teachers in terms of technology knowledge, pedagogical practices, and subject expertise along with the presented barriers of various theories and case studies such as: technical issues, lack of training, time constraints, limited resources, and concerns regarding appropriate use of technology. Finally, recommendations and possible solutions are also discussed to inform future research and practice.

SQD strategies integrated online TPACK-based professional development: Examining science teachers’ TPACK practical and self-efficacy

ABSTRACT Background Teachers need to support students and prepare them for the digital future by effectively using digital technologies. In this context, improving teachers’ Technological Pedagogical Content Knowledge (TPACK) through online Professional Development (PD) interventions is critical to increasing success in technology integration. Purpose The current study explores science teachers’ views on TPACK practical, TPACK self-efficacy, levels of Synthesis of Qualitative Data (SQD) strategies, and online completion of PD within the scope of TPACK-based online PD activities in which SQD strategies are integrated. Sample The participants of the study were science teachers from 14 middle schools. Design and methods This study was designed using a mixed-method-embedded pattern. A 15-week PD program was conducted with the participants within the scope of SQD strategies (role model, reflection, instructional design, collaboration, real life, feedback) integrated into TPACK-based online PD. Data were collected using various tools in the context of qualitative and quantitative methods. Results TPACK-based online PD, in which SQD strategies were integrated, had a significant effect on improving science teachers’ TPACK practical, level of use of SQD strategies, and TPACK self-efficacy. Feedback was given to the teachers after the first lesson plans were prepared individually, and after the feedback, more teachers collaboratively used information and communication tools (ICT) in their lesson plans. According to the opinions of science teachers regarding online completion of PD programs, education is useful and efficient in terms of content, participation opportunities, communication, and collaboration. Conclusion The integration of SQD into science teachers’ online professional development programs will provide useful and productive outputs in terms of content, participation, communication, and collaboration.

Online learning at a South African University: early career academic experiences

ABSTRACT The South African Department of Higher Education has emphasised the use of online learning (e-learning). Educational technology resources were used for e-learning, replacing face-to-face learning during the coronavirus pandemic (COVID-19). Consequently, with this transition and new developments in learning technologies, early career academics (ECAs) in one of the universities in South Africa faced various challenges in teaching language modules online. This qualitative case study intended to explore the experiences of ECAs in teaching language modules at a university during the transition from face-to-face to online learning. Data is generated from five ECAs who were purposively and conveniently sampled from the School of Education using reflective journals, and one-on-one semi-structured interviews. The technological pedagogical content knowledge (TPACK) theory is used to guide the study towards understanding ECAs’ knowledge of technology, content, and pedagogy during online teaching of language modules. The Findings indicate that some of the ECAs expressed that online learning was not effective. The majority maintained that the online learning approach was effective. Nevertheless, there were numerous limitations, such as accessibility to technological devices (laptops), and language teacher’s state of readiness in adapting to the new approach. Therefore, more professional development programmes should be conducted and studies highlighting ECAs experiences.

Conducive conditions for curriculum practice in teaching accounting at a rural school in the KwaZulu-Natal

The education landscape constantly evolves and brings new challenges and opportunities in teaching practices, particularly in specialised subjects such as accounting. The curriculum's adequacy and delivery significantly influence learners' preparedness for professional pathways and academic advancements. This paper presents a theoretical overview of the conditions conducive to practical curriculum practice in accounting instruction. Building on a synthesis of educational theories and empirical studies, we posit that a multidimensional approach incorporating pedagogical, contextual, technological, and evaluative components is necessary to align accounting education with the demands of the contemporary business environment. In recent years, discourse on teachers’ content knowledge, pedagogy knowledge, and pedagogical content knowledge and their influence on learners’ learning outcomes has garnered increasing attention from various stakeholders in the education sector. The theoretical framework we propose aims to support teachers and curriculum developers in fostering educational experiences that enhance learners' engagement and understanding and in applying accounting principles in a multifaceted world. Key to this framework is the integration of technology in pedagogy, the responsiveness of curriculum content to market needs, the adoption of diverse and inclusive teaching methods, and a continuous feedback mechanism to refine teaching strategies. This overview serves as a guide for promising practices and a catalyst for further research on optimising accounting education in a rapidly changing economic landscape.

Exploring the development of pedagogical content knowledge (PCK) for health professions educators through faculty development.

Research on how pedagogical content knowledge (PCK)-informed faculty development initiatives can support PCK development among health professions educators is limited. Given the positive impact of PCK on enhancing professional knowledge for effective teaching, this study investigates the learning process of health professions educators in developing their PCK through a faculty development initiative, supported by the Content Representation (CoRe) tool. Using a qualitative approach, grounded in social constructionism, the study engaged eight educators from diverse health disciplines at an Australian university. Participants collaborated in developing and refining PCK-infused lesson plans using the CoRe tool. Several workshops, writing sessions, feedback sharing, and an online community of practice facilitated PCK-related discussion, resource sharing, and networking. Data collection comprised two rounds of individual interviews, written reflections, and lesson planning artefacts. Data were analysed using team-based thematic framework analysis. Four themes were identified: 1) articulating teaching purposes, (2) understanding students' learning needs, (3) promoting reflection on teaching practice, and (4) challenges in adapting and implementing the CoRe tool. The findings highlight the critical role of faculty development programs and advocate for the use of the CoRe tool for articulating and scaffolding PCK for both experienced and novice educators. The collaborative environment facilitated peer feedback and knowledge sharing, thus fostering a collective understanding of PCK and affirming its relevance within the broader health professions education community.

Examining Development Studies (DS) Teaching Philosophy, Methods and Desired Competences in Lesotho Secondary Context

Using qualitative approach in document analysis of educational policies and syllabi in CAP (2009) and the Integrated Grade 8 Social Sciences Syllabus 2017, the study sets out to explore Development Studies (DS) teaching philosophy, methods and the desired competences in Lesotho secondary schools. The subject was introduced in order to achieve the goals of self-reliance through education with production. It was further meant to explore the theory underpinning the subject, appropriate instructional strategies and pertinent subject philosophy. The findings revealed that DS as a subject is couched in Constructivism Theory (CT) which upholds that liberatory, critical or transformative pedagogies are more suitable as opposed to transmission or didactic pedagogies. Transformative pedagogies are understood to promote desired competences including innovativeness, creativity, problem solving, critical thinking, collaboration, practical and research skills. The outlined skills are dependent on the teacher’s astute subject pedagogical content knowledge (PCK) calling for deployment of learner centred or actively engaging teaching and learning approaches in DS classrooms.

High consciousness—low application: sustainable development and sustainable healthcare in undergraduate physiotherapy education in Sweden

BackgroundSwedish undergraduate physiotherapy education lacks comprehensive integration of sustainable development in curricula. Factors related to educators’ perspectives in preparing future physiotherapists for sustainable development and sustainable healthcare may shed light on this shortcoming.AimThis study aims to describe Swedish physiotherapy educators’ (i) consciousness of sustainable development and its inclusion in teaching and learning activities, (ii) ecological worldviews, (iii) attitudes toward sustainability and climate change in physiotherapy, (iv) perceptions of education for sustainable development and sustainable healthcare and (v) examine the relationship between ecological worldview and attitudes toward sustainability and climate change in physiotherapy.MethodA cross-sectional, descriptive study was performed using a digital survey to collect data from educators within undergraduate physiotherapy education at five higher education institutions in Sweden. Data was collected using the Sustainability Consciousness Questionnaire, the New Ecological Paradigm Scale, the Sustainability Attitudes in Nursing Survey 2, and questions related to knowledge, attitudes, and self-efficacy for education for sustainable development and sustainable healthcare.ResultMost, but not all, of the 72 educators, (76%) were aware of Agenda 2030 and the sustainable development goals, and 17% included perspectives related to sustainable development in teaching and learning activities. The educators endorsed an eco-centered ecological worldview and had largely positive overall attitudes toward sustainability and climate change within physiotherapy. However, almost one-third (28%) disagreed that issues about climate change should be included in the physiotherapy curriculum. Most agreed about having content knowledge on climate and health (81%), while a smaller part agreed on having pedagogical content knowledge regarding how to inspire or educate for sustainable development (17–28%). There was also a wide variation in perceived self-efficacy in education for sustainable development and sustainable healthcare.ConclusionDespite the endorsement of eco-centered ecological worldviews and a rather high consciousness of sustainable development as an overall concept, there remains a disconnect to educational attitudes and actions among Swedish physiotherapy educators. This points to the need to explore the narrative of sustainable development within physiotherapy in Sweden rooted in broader concept understanding, ethics, and reflective practice for sustainable development. A key priority should be to offer new perspectives on professional identity and continuing professional development within sustainable development.

Exploring the Link between English Language Instructors’ Technological Pedagogical Content Knowledge and Satisfaction with Teaching Online

The aim of this study was to explore the relationship between English language instructors’ perceived levels of Technological Pedagogical Content Knowledge (TPACK) and their satisfaction with teaching online. 205 English instructors working at universities in Turkey participated in the study. A mixed-method approach was employed for data collection, incorporating quantitative and qualitative methods. Quantitative data were obtained through the TPACK-EFL and the Online Faculty Satisfaction (OFSS) scale, while qualitative data were gathered via in-depth interviews with the instructors. The findings revealed a significant relationship between instructors’ TPACK and their satisfaction with teaching online. This research carries several important implications for TPACK in language teaching and its implementation in both online and classroom settings.

Analysis of Pedagogical Content Knowledge (PCK) Capabilities of Preservice Elementary School Teachers through Science Learning Planning

Science material is often abstract, making it difficult for elementary school students to understand. Therefore, teachers need special abilities in designing their learning. So this is a problem for most elementary school teachers. The ability to design science learning in this research is referred to as Pedagogical Content Knowledge (PCK). PCK helps teachers combine in-depth knowledge of subject matter with effective teaching strategies. This allows teachers to deliver material in a way that suits the cognitive development and learning needs of elementary school students. Therefore, this research aims to provide an overview of the PCK abilities of prospective elementary school teachers in designing science lessons. This research is descriptive research which is in line with the research objective, namely to provide an overview of the PCK abilities of prospective elementary school teachers in designing science learning. Participants in this research were 14 students in the fourth semester of the Primary School Teacher Education Study Program (PGSD), Faculty of Teacher Training and Education (FKIP), West Sulawesi University. Data was obtained through a learning design assessment sheet that was oriented towards PCK abilities. Data collection is carried out by asking students to create a learning plan, then the design is assessed using an assessment sheet. The PCK abilities of prospective elementary school teachers are considered varied, where the ability to choose methods is quite good but in terms of mastery and development of teaching materials is still lacking. This is due to the lack of experience of prospective teachers in teaching and the acquisition of science content material only obtained in one course. The implications of this research can be used as a reference for educational curriculum development, especially in elementary school teacher education study programs.

La inteligencia artificial en contextos del conocimiento técnico pedagógico del contenido (TPACK): Una revisión bibliográfica

The aim of this research was to examine the scientific production of the technical pedagogical content knowledge model (TPACK) in the context of artificial intelligence (AI). Nineteen articles were selected from the following databases and/or repositories: DIALNET, DIMENSIONS, ERIC, Jstor, OpenAlex, PsycINFO, Redalyc, SCIELO, Scilit, SCOPUS and WoS, from the beginning of the TPACK model in 2006 until July 2024. The inclusion criteria were open access, articles only, full text, social sciences and artificial intelligence contexts. It can be concluded that the scientific production is low, reaching 1.91% of the total number of records analysed, mainly concentrated between the years 2023 and 2024. The countries of the Asian continent show the greatest development, with China accounting for more than a third of the total production. The studies focus mainly on university teachers, specifically on the self-reporting of knowledge, for which instruments related to TPACK and AI are created, adapted, applied and validated. The results show that CK, PK and TK-IA knowledge have little influence on TPACK-IA. Finally, ethical aspects need to be considered when using AI.

Pioneering quantitative assessment of questioning competency in elementary pre-service teachers using Likert-scale questions

ABSTRACT In pre-service teacher (PST) education, developing effective instructional practices like questioning is a crucial learning objective. Assessing PSTs’ questioning competencies is essential, yet traditional qualitative methods (e.g., discourse analysis) limit large-scale analysis within PST preparation programs. Previously, we addressed this challenge by designing and validating instruments, including a video-coding scheme and free-response questions, to assess novice teachers’ competencies in asking effective guiding questions to address student difficulties. We established a link between their questioning practices and performance on free-response questions. Building upon these efforts, this study aims to further enhance assessment efficiency by transforming pre-validated free-response questions into Likert-scale questions. In this approach, respondents rate provided options that represent various levels of questioning competencies, rather than providing their answers. Over two semesters, we administered Likert-scale questions to more than 100 PSTs each term to evaluate the feasibility and validity of this method. We identified five categories of options for Likert-scale questions and developed empirical equations to derive Pedagogical Content Knowledge in Questioning (PCK-Q) from the collected ratings. The findings support the use of Likert-scale questions as a promising tool for large-scale assessment of PCK-Q in PST education. We also discussed the application of Likert-scale questions in PST preparation.

Teachers' views on their professional identity in teaching number concepts in the foundation phase

This study explores the professional identity perceptions of teachers responsible for instructing number concepts in the foundation phase, focusing on their roles and responsibilities within elementary mathematics education. Using qualitative methods, including interviews and observations, the research examines the multifaceted dimensions of teachers' professional identities, highlighting both positive and negative perspectives. Twelve foundation phase teachers from the Johannesburg East District were purposively selected for in-depth semi-structured interviews and observations. Thematic analysis was employed to uncover and present detailed findings. Results indicated that teachers perceive their professional identity as either positive or negative. Positive identities include viewing themselves as specialists in pedagogical content knowledge and as in loco parentis, displaying enthusiasm, self-motivation, friendliness, competence, and commitment. Negative identities involve seeing themselves primarily as administrators or social workers. The study identified a misalignment between teachers' self-perceptions and their classroom practices in teaching number concepts. Teachers' self-perception as instructors of number concepts significantly influences their teaching approaches in the foundation phase. The study suggests that investing in teacher development programs can help construct and reconstruct a positive professional identity, thereby enhancing the teaching of number concepts in the foundation phase. This research underscores the importance of aligning teachers' self-image with their pedagogical practices to foster effective mathematics education at the elementary level.

Physical science teachers’ perspectives on professional development and use of digital technology

This paper examines physical science teachers’ views and experiences on professional devel-opment and digital technology integration for teaching content specific. Using a qualitative ap-proach and case study design embedded in the technological pedagogical content knowledge (TPACK) model and concerns-based adoption model (CBAM), this article reports on how physi-cal science teachers from technologically resourced schools perceive their preparation to use technology during professional development. Four participants with more than three years teaching experience of physical science were selected for data collection. Data was collected through semi-structured interviews and was thematically analyzed. The key findings of the study indicate that inadequate digital technology professional development leads to teachers’ unpreparedness which tremendously influences the extent of using technology for teaching in physical science content. The paper recommends the need for ongoing professional develop-ment of physical science teachers on the use of digital technology to teach specific content. Based on the existing literature, the principles of effective professional development can be used to narrow inequalities in developing countries such as Lesotho. The paper recommends future research to investigate the maximum effectiveness of technology integration in other subjects as to improve teaching and learning in developing countries such as Lesotho.

Unveiling the Drivers of AI Integration Among Language Teachers: Integrating UTAUT and AI-TPACK

Artificial intelligence (AI) offers numerous benefits to the field of language education, making it crucial to understand the factors influencing language teachers’ adoption of these technologies. This study investigates the determinants of language teachers’ adoption of AI chatbots in educational settings. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological Pedagogical Content Knowledge (TPACK) framework, a comprehensive model of AI adoption among language teachers is proposed and tested. Data were collected from 276 language teachers in Vietnam through an online survey. Partial Least Square-Structural Equation Modeling (PLS-SEM) was employed to analyze the data. Results indicate that AI adoption intent significantly predicts AI integration, while performance expectancy, effort expectancy, and AI self-efficacy are key determinants of AI adoption intent. AI-TPACK emerges as a crucial factor, strongly influencing AI self-efficacy, performance expectancy, and effort expectancy. Facilitation is found to be a significant predictor of AI-TPACK. These findings enhance the theoretical framework of AI adoption in language education and provide valuable insights for fostering effective AI integration among language teachers.

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.

Artificial Intelligence Pedagogical Content Knowledge

The Artificial Intelligence Pedagogical Content Knowledge (AIPACK) framework provides educators with strategies to apply AI tools effectively in education. It emphasizes flexibility in adapting to advancements in AI technologies, ensuring context-sensitive applications that align with specific pedagogical goals. By integrating AI capabilities with pedagogical and content expertise, AIPACK aims to improve teaching practices and prepare students for an AI-driven world.

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.