Pedagogical Content Knowledge

Loughran, John; Berry, Amanda; Mulhall, Pamela

doi:10.1007/978-94-6091-821-6_2

Cited by 31 publications

(30 citation statements)

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“…This research is a type of research and development or Research and Development (R&D). In this study, the development of the CoRe Instrument was adopted from (Loughran et al, 2012) as an instrument for analyzing the ability of the Pedagogical Content Knowledge for Biology Teacher Candidates at Faculty of Teacher Training and Education, Universitas Muhammadiyah Metro. The development procedure carried out in this study according to (Borg & Gall, 1989) consists of the following steps:…”

Section: Methodsmentioning

confidence: 99%

“…One way to analyze the PCK ability of prospective teachers is through filling out a document consisting of Content Representation (CoRe). CoRe is used as a document to analyze the PCK abilities of prospective teachers because it can make explicit the relationship between content knowledge, teaching and learning for science teachers (Hume, 2010;Loughran et al, 2012). The CoRe format is a table consisting of rows and columns.…”

Section: The Biology Education Study Program Faculty Of Teacher Traimentioning

confidence: 99%

“…The CoRe format is a table consisting of rows and columns. The top row represents "Main Ideas" which are intended to represent the main ideas and concepts that are in a particular science content area (Loughran et al, 2012). Based on expert opinion regarding CoRe, it can be said that through CoRe, prospective teacher students can plan activities in the learning process that match the content of the material being taught with their pedagogy.…”

Section: The Biology Education Study Program Faculty Of Teacher Traimentioning

confidence: 99%

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Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers

Mulyani¹,

Hermayani²

2021

eqr

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The results of the preliminary study were obtained from 15 prospective biology teacher students related to the initial abilities that must be possessed to become a teacher and the implementation of learning in science learning. In general, 15 prospective teachers were of the opinion that it was not so different about the ability to have to become a teacher. Based on the results of the preliminary study, prospective teacher students already know the abilities that need to be possessed to become a teacher and in the implementation of learning students must be active but still not showing knowledge related to knowledge that combines content and pedagogical knowledge. One way to analyze the ability of prospective teacher PCK is through filling in documents consisting of Content Representation (CoRe). The data presented in the form of student response questionnaire analysis related to CoRe in terms of education and language and the results of test the validity and reliability of items. For linguistic aspects of CoRe instrument in general CoRe instrument have very high frequency, meaning that CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teacher students at Muhammadiyah Metro University with a percentage 70%. For educational aspects of the CoRe instrument in general CoRe instrument have very high criteria, meaning that the CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teachers at the Muhammadiyah Metro University with a percentage 73,33%.

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Section: Methodsmentioning

confidence: 99%

Section: The Biology Education Study Program Faculty Of Teacher Traimentioning

confidence: 99%

Section: The Biology Education Study Program Faculty Of Teacher Traimentioning

confidence: 99%

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Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers

Mulyani¹,

Hermayani²

2021

eqr

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“…However, according to Shulman (2015), who introduced the concept of PCK in 1986/1987, the process of defining PCK is more important than the definition in itself. A broad definition of PCK, with a focus on the character of PCK, is given by Loughran et al (2012) in the following way: "the knowledge that teachers develop over time, and through experience, about how to teach particular content in particular ways in order to lead to enhanced student understanding" (p. 7). Shulman (2015) concludes that different models and ways of conceptualizing PCK may offer a focus on different factors depending on specific educational contexts.…”

Section: Pck and Teacher Educationmentioning

confidence: 99%

Professional Knowledge for Teaching in Student Teachers’ Conversations about Field Experiences

Sjöberg

Nyberg

2019

Journal of Science Teacher Education

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Professional knowledge for science teaching develops over time and interplays with professional experiences in field. In the present study, we explore student teachers' reflective conversation upon teaching experiences, with pedagogical content knowledge, PCK, as an analytical lens. The empirical data is based on nine meetings, with groups of 3-6 student teachers with an academic degree, at three different periods during their one-year short-track teacher education program. The findings show how student teachers focus on the PCK component instructional strategies in their discussion. A difference between the different sets of meetings is the increased presence of discussions regarding assessment of student learning. The findings also elicit different ways of relating components of PCK in varying contexts. The shift over time from a focus on teachers' instructional strategies to also including students' understanding indicates a development toward becoming a teacher. Even though a structured discussion with theoretically grounded didactic questions is established, it is challenging to deepen the discussion when the student teachers' varying teaching experiences are present at the same time. Nevertheless, the study shows the possibilities of structured group discussions about field experiences in a collegial setting in a shorttrack teacher education program, regarding student teachers' development as "becoming teachers."

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“…, 1978; Novick and Nussbaum, 1978; Nussbaum and Novick, 1982; Langford, 1989; Carlsen, 1999; Loughran et al. , 2006; Sadler et al , 2013).…”

Section: Introductionmentioning

confidence: 99%

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

Sadler

Coyle

Smith

et al. 2013

LSE

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Pedagogical Content Knowledge

Cited by 31 publications

References 0 publications

Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers

Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers

Professional Knowledge for Teaching in Student Teachers’ Conversations about Field Experiences

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

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