Pedagogical knowledge as a distinct object in the history of education: the example of Ontario, Canada

Milewski, Patrice

doi:10.1080/00309230.2020.1831028

Cited by 3 publications

(2 citation statements)

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“…Educators still need to start using learning methods that can further motivate students to learn rational numbers, and students' mastery of weak prerequisite material has not become a concern of educators. Previous research on PCK has not examined the impact of contextual knowledge on PCK; however, these studies provide important clues about this impact (Lertdechapat & Faikhamta, 2021;Milewski, 2022;Thohir et al, 2022). For example, previous research has shown that pre-service teachers' preparation time for teaching and their concerns about classroom management (Sintema & Marbán, 2020), teacher characteristics, and background (Lee, 2010) influence their instructional strategies.…”

Section: Introductionmentioning

confidence: 99%

Bibliometric Analysis of Pedagogical Content Knowledge (PCK) Publication Trends in Scopus Database from 2018 to 2022

Alka,

Bancong,

Sukmawati

et al. 2023

Stud. Learn. Teach.

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This study aims to determine the research development with Pedagogical Content Knowledge in the World from 2018 to 2022. This research is a type of qualitative research with literature studies. Research data was obtained using the Scopus search engine to identify research related to the Pedagogical Content Knowledge theme from 2018 to 2022. This study also used the VOS viewer to map and analyze data. The findings in this study are that 2020 is the highest year in research publications. The United States is the country that contributes the most research publications. Furthermore, topics regarding content knowledge, students, and teaching, which have great opportunities for further research, are related to the theme of Pedagogical Content Knowledge. Content knowledge (students or teachers) is the most important topic in scientific research publications with the theme of Pedagogical Content Knowledge from 2018 to 2022 indexed by Scopus.

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Section: Introductionmentioning

confidence: 99%

Bibliometric Analysis of Pedagogical Content Knowledge (PCK) Publication Trends in Scopus Database from 2018 to 2022

Alka,

Bancong,

Sukmawati

et al. 2023

Stud. Learn. Teach.

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“…Ontario and most Canadian provinces centrally reformed school education based on the pedagogy of measurement and performance. Accordingly, there were paradigmatic changes in the tasks and goals of primary education and teacher training for working in primary schools (Milewski, 2020).…”

Section: Introductionmentioning

confidence: 99%

Social and Cultural Factors of Primary School Teacher Training in Canada (1950–1990s)

Khomych

2021

SJPU

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The article analyzes the demographic and economic ties and describes the social and cultural factors that in Canada in the 1950 -1990s determined changes in the tasks, organization, and training of teachers to work in primary school, taking into account the cultural needs of the population and government education policies. The application of historical and genetic as well as comparative methods of documentary sources analysis made it possible to identify the social and cultural-regional conditionality of the tasks and content of teacher training and their preparation for work in primary schools in different provinces. The article highlights the main contexts according to which the professional training of Canadian primary school teachers was carried out: historical, multicultural, traditional cultural, pedagogical, and religious. As a result of the comparative analysis of historical development, it was found that in Canadian cities such as Montreal, Toronto, and Vancouver there were concentrated large settlements of migrants, which played a dominant role in social and cultural development of Canada. Two main vectors of teacher training, multicultural and cross-cultural, which met the requirements of Canadian social environments and educational policy of Canadian governments, are studied. The training programs for primary school teachers in the provinces of Quebec, Ontario, and British Columbia, initiated mainly by the federal government of Canada, are described. The Government of Canada, together with the Ministries of Education, colleges and universities, has been found to have influenced the training of Canadian primary school teachers by creating a variety of educational programs best suited for the needs of society.

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Transition From Outcome-Based Learning to Global Accreditation of Top Universities of India

Khatri,

Nandini,

Khan

2024

Advances in Higher Education and Professional Development

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In recent years, higher education in India has undergone significant changes, transitioning from traditional outcome-based learning to prioritizing international accreditation for top universities. This shift is part of a larger effort to elevate teaching standards, foster innovation, and promote global collaboration. While rote learning was previously prevalent, it produced graduates with strong theoretical foundations but often lacked practical skills and global perspectives essential in today's interconnected world. Despite the positive shift to international accreditation, challenges remain, necessitating more robust faculty development programs to meet rigorous standards. Graduates from accredited universities are better equipped to address global challenges and remain committed to lifelong learning. Global accreditation will continue to shape the future of education as the world progresses and interconnects.

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Pedagogical knowledge as a distinct object in the history of education: the example of Ontario, Canada

Cited by 3 publications

References 0 publications

Bibliometric Analysis of Pedagogical Content Knowledge (PCK) Publication Trends in Scopus Database from 2018 to 2022

Bibliometric Analysis of Pedagogical Content Knowledge (PCK) Publication Trends in Scopus Database from 2018 to 2022

Social and Cultural Factors of Primary School Teacher Training in Canada (1950–1990s)

Transition From Outcome-Based Learning to Global Accreditation of Top Universities of India

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