Teacher Pedagogical Content Knowledge Research Articles

Fiqh Teaching Action Among Islamic Educators in Brunei Darussalam

Effective teaching is often associated with mastery of the content of the lesson and pedagogical skills. Thus, to implement effective teaching, Shulman introduced six-cycle processes of pedagogical reasoning and action that can help teachers organize their teaching. However, this study only focused on teaching action (the instruction process) in the class. Therefore, this study aims to explore the teaching practices of Fiqh teachers in religious schools. The study uses a method of qualitative research, through interviews, observation of teaching, and document analysis, to collect data. The study participants consisted of 10 Fiqh religious teachers who taught Grades IV, V, and VI. Thematic analysis was used in this study for the formation of themes and sub-themes. The results of the study found that there are several important elements for the instruction process in the cycle of pedagogical reasoning and actions in the classroom. The mastery of the teacher's pedagogical content knowledge and its application in the teaching practice in the classrooms has a positive impact on teaching Fiqh in religious schools. As a recommendation, religious teachers need to constantly expand their pedagogical content knowledge from time to time so that they can implement effective teaching.

Construction of a Science Teacher's Topic-Specific Pedagogical Content Knowledge in the Gifted Class

This study examines a science teacher's pedagogical content knowledge during instruction on the topics work and energy, simple machines, and friction force in a gifted class. The research adopts a single case study approach, employing qualitative methods. The participant is a middle school science teacher, and data collection tools include interviews, observations, card-sorting activities, and lesson plans. The main findings of the study are: (1) gifted students required additional science practice beyond the scope of the traditional curriculum, (2) the participating teacher encountered challenges when designing and implementing enrichment activities, (3) the characteristics of gifted students positively influenced the development of the teacher's pedagogical content knowledge, and (4) the presence of gifted students prompted a shift in the teacher's science teaching orientation from traditional methods to reform-based practices. Teachers need to have additional knowledge bases or Pedagogical Content Knowledge components. Notably, the research underscores the relevance of the knowledge of enrichment curriculum and knowledge of characteristics of gifted students in the training of science teachers, along with the crucial role of STO in the education of gifted students, especially in the context of teaching physics. These findings offer significant implications for the curriculum designed for gifted students, particularly concerning the teaching and learning of physics topics.

Analysis Of The Pedagogical Content Knowledge Of Social Studies Teachers And Teacher Candidates In The Learning Theme Of Science, Technology And Communıty

This study compares social studies teachers' and prospective teachers' pedagogical content knowledge in science, technology, and society learning. The study used the case study method, one of the qualitative research methods, and the holistic multiple case design of this method. The research participants are three social studies teachers working in Sakarya and four teacher candidates who are final year Sakarya University Education Faculty Social Studies Teaching students. Course observations, semi-structured interviews, and document analysis methods were used to examine the participants' pedagogical content knowledge. All collected data were transcribed and subjected to descriptive analysis in line with the predetermined pedagogical content knowledge components (subject content knowledge, curriculum knowledge, understanding of students, teaching strategies, and assessment themes). According to the findings obtained from the research, it was concluded that social studies teachers are more equipped than teacher candidates in terms of subject area knowledge and curriculum knowledge components in science, technology, and society learning. Both teachers and prospective teachers thought that students did not have much difficulty in science, technology, and society learning, and they followed specific strategies when students had challenges. All the participants were sensitive to the questions and reactions of the students and acted similarly in terms of understanding the students. Participants used methods such as lectures, and question-answers, and supported their lectures with various technological tools and materials. However, it was concluded that social studies teacher candidates apply different activities and use more materials in their lessons than teachers. Both social studies teachers and pre-service teachers used traditional learning tools while evaluating. There needed to be more in all participants in recording the evaluation results and giving feedback to the students. In line with the research findings, several suggestions were presented to improve the pedagogical content knowledge of teachers and teacher candidates.

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

Developing Pedagogical Content Knowledge for Teaching About African American Language in College Classrooms

Background: African American Language (AAL) refers to a rich, widely used, and extensively researched language variety. Despite its importance, AAL remains widely stigmatized in the United States due to anti-Black linguistic racism. Many colleges offer courses with AAL content, and these courses have the potential to help disrupt anti-Black linguistic racism by promoting understanding and respect for this language. Purpose: Simply increasing students’ knowledge about AAL is unlikely to disrupt anti-Black linguistic racism. College instructors must also attend to a wide range of challenges involved in teaching this content. Instructors’ knowledge of such challenges, as well as strategies for addressing them, constitutes a form of pedagogical content knowledge (PCK). This study contributes to the emerging scholarship on PCK for teaching and learning about AAL. Research Design: In this qualitative study, we analyze open-ended survey data from college instructors to identify challenges faced when teaching AAL content. We also add depth and nuance to discussion of these challenges by analyzing qualitative interview data and qualitative survey responses from college students enrolled in courses with AAL content. Finally, we outline pedagogical recommendations that could potentially address these challenges. Conclusions: We identify three major categories of pedagogical challenges that commonly arise when teaching AAL content: protecting Black or AAL-using students from harm; managing other students’ knowledge, ideologies, and/or resistance; and addressing instructor positionality. We present six research-based recommendations to help instructors address these challenges, and identify key directions for future research on the teaching and learning of AAL.

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

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.