Interaction between pre-service chemistry teachers  pedagogical content knowledge and content knowledge in electrochemistry

Alemdar, Melek; Boz, Yezdan

doi:10.33902/jpr.2022.165

Cited by 10 publications

(16 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The PCK components which were classified as limited are content knowledge and the knowledge of students. These results were startling since it is expected that a qualified teacher has developed subject matter around the taught discipline as Shulman (1987) and Oztay and Boz (2022) agree that the knowledge base for teachers is built from the teachers' knowledge of content from their training. Gess-Newsome (2015) also considers content knowledge to be academic knowledge, meaning it is the knowledge the teacher gains from school or university in a certain discipline.…”

Section: Discussionmentioning

confidence: 96%

“…In as much as it has been argued that teachers with poor PCK exhibit low expertise in the teaching process (Barendsen & Henze, 2017;Qhobela & Moru, 2014), the low levels of CK and KS suggest that these components may not be adequately integrated into the teaching process, which may damage classroom practice. While some studies argue the importance of content knowledge in shaping the teachers' PCK (Oztay & Boz, 2022;Rollnick, 2017), others do not single out one component, but consider PCK to be more developed where all the components are developed and are integrated to produce PCK effective for classroom practice (Magnusson et al, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…This raises curiosity of how the teacher behaves in cases where the teacher has limited knowledge in one PCK component that they need to draw on to make learning possible in times of challenges arising in the classroom. Shulman (1987) and Oztay and Boz (2022) share a common view that the knowledge base for teachers is built from the teachers' knowledge of content from their training, the materials such as the curriculum and textbooks and the setting of the institutionalized educational process being the school organization and teaching profession structure. It is therefore important to measure this knowledge to give insights into how much is known by the teachers to teach physics.…”

Section: Research Focusmentioning

confidence: 99%

See 2 more Smart Citations

Examining Physics Teachers’ Domain-Specific Pedagogical Content Knowledge Components in Lesotho Secondary Schools

Hlaela,

Jita

2024

JBSE

View full text Add to dashboard Cite

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

show abstract

Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Section: Research Focusmentioning

confidence: 99%

See 1 more Smart Citation

Examining Physics Teachers’ Domain-Specific Pedagogical Content Knowledge Components in Lesotho Secondary Schools

Hlaela,

Jita

2024

JBSE

View full text Add to dashboard Cite

show abstract

“…Taking into consideration the fact that the universities located in a given region are likely to grant admissions to students who perform at similar levels in the centralized university entrance examinations, the difference in performance levels could be associated with the education the universities themselves offer. In light of the universities' role of preparing the pre-service teachers to a professional career (Ingersoll et al, 2014;Oztay & Boz, 2022), the question "what an ideal teacher training program would look like?" merits greater attention.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers

Güler

Çelik

Aydın

et al. 2022

INT ELECT J MATH ED

View full text Add to dashboard Cite

This study aims to assess and compare-at the national and regional sizes-mathematical knowledge for teaching of pre-service elementary mathematics teachers (PEMTs). Participants of the study were composed of 1,367 preservice teachers selected among 21 universities in 12 regions of Turkey. Mathematical knowledge for teaching (MKT) test, which were developed by TEDS-M project were used to collect the data. The instruments were adapted into Turkish by the researchers. According to results, while there wasn't much differentiation among the regions in terms of the MKT, pre-service teachers in the West Marmara, Mediterranean, and Northeast Anatolia regions are more successful than the other regions. PEMTs' mathematics pedagogical content knowledge (MPCK) performance was close but somewhat better than their mathematics content knowledge (MCK) performance, in terms of both regions and universities. In the case of the MPCK test, the regions exhibited a more homogeneous picture, while in the case of MCK, the universities did so. Algebra content domain is where the PEMTs' performance is lowest. When we compared the results obtained from this study with published international averages from TEDS-M study, Turkish PEMTs had appreciably higher performance on both MCK and MPCK components.

show abstract

“…Some music educators believe that more explicit instruction on private lesson teaching might enhance their practice (Bresler, 2021;Villarreal, 2010). Even though PCK is crucial in teaching, the mere possession of knowledge doesn't guarantee the teacher's ability to effectively impart this knowledge to students (Loughran et al, 2012;Oztay & Boz, 2022). Thus, knowing how to teach the content can be as significant and impactful as knowing the content itself.…”

Section: Theoretical Foundation Of Pedagogical Content Knowledgementioning

confidence: 99%

Investigating the Roles of Pedagogical Content Knowledge in Music Education: A Systematic Literature Review

Mat Yusoff,

Mohd Marzaini,

Hassan

et al. 2023

MJM

View full text Add to dashboard Cite

Despite the growing recognition of the importance of Pedagogical Content Knowledge (PCK) in music education, there is a significant knowledge gap regarding the precise nature of its role and how it contributes to effective teaching and learning. The objective of this systematic literature review is to examine and synthesize existing research on the roles of teachers' PCK in music education. Specifically, the study aims to explore how the PCK of music educators influences their teaching strategies, curriculum development, student engagement, and assessment practices. The research seeks to examine how these roles may vary across different scenarios and the implications of these variations for teaching and learning, especially in the context of music education across various educational settings. By synthesizing findings from diverse educational levels and cultural contexts, this review seeks to offer profound insights into the optimization of music education across various educational settings. The study follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. The analysis focused on the research question and identified themes related to the PCK in music education. The analysis revealed four emerging themes: understanding of music concepts, pedagogical strategies, student-centered teaching approaches, and assessment practices. These findings provide insights into effective practices for music curriculum designers and instructors in designing and developing strategies in teaching and learning in music education. These insights can inform the development of effective teaching strategies, curriculum design, and assessment practices in music education, ultimately enhancing the quality of instruction and learning experiences for students.

show abstract

Interaction between pre-service chemistry teachers pedagogical content knowledge and content knowledge in electrochemistry

Cited by 10 publications

References 48 publications

Examining Physics Teachers’ Domain-Specific Pedagogical Content Knowledge Components in Lesotho Secondary Schools

Examining Physics Teachers’ Domain-Specific Pedagogical Content Knowledge Components in Lesotho Secondary Schools

We train, but how well? Assessing mathematical knowledge for teaching of future Turkish teachers

Investigating the Roles of Pedagogical Content Knowledge in Music Education: A Systematic Literature Review

Contact Info

Product

Resources

About