Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education

Evens, Marie; Elen, Jan; Larmuseau, Charlotte; Depaepe, Fien

doi:10.1016/j.tate.2018.07.001

Cited by 64 publications

(59 citation statements)

References 35 publications

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“…Taking into account our findings in combination with relevant research findings, we conclude that in Hellenic educational context teachers' engaging efforts focused on each disaffected student should be based on sufficient support by and constructive collaboration with the experts [35]. Teachers, along with the school counselor, school psychologist, even expert colleagues, are invited to collaborate, focusing on the target student and work on his emotions and experiences so that he will progressively engage in learning.…”

Section: Discussion-conclusionmentioning

confidence: 61%

Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning

Sakellariou

Tsiara

2020

Behavioral Sciences

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Engaging each student in learning comprises a continuous challenge and concern for the contemporary teacher. Educational research confirms the alarming increase of the disengaged students, relating student disaffection to adverse effects on students’ academic development. In the present research through one-on-one, semi-structured interviews, we investigate 80 Greek in-service kindergarten teachers’ opinions with regards to the significance of engaging the disengaged students in learning activities in preschool environments. The interviews based on Creswell’s (2009) interview model, incorporate open-ended and close-ended questions that offer a well-rounded view of the subject. Qualitative and quantitative data analysis of teachers’ opinions show that engaging each disengaged preschooler has multiple benefits on students’ academic development, class climate, and cohesion, and teacher’s self-efficacy, as well. Specifically, teachers’ engaging actions offer students the opportunity to develop their abilities, self-efficacy, and sense of belonging. The interviewees also recognise that increased student engagement levels decisively affect teachers—students’ interactions, offering at the same time clear feedback to the teacher.

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Section: Discussion-conclusionmentioning

confidence: 61%

Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning

Sakellariou

Tsiara

2020

Behavioral Sciences

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“…Therefore, in assisting teachers to improve their professionalism, the government and education providers must pay attention to the teachers' TPACK ability and school facilities. The results of Evens, Elen, Larmuseau, and Depaepe (2018) research suggest that increasing teacher professionalism (in their research using the PCK approach) must be done thoroughly. Their results showed that the explicit application of PCK to teachers was more useful in the development of their PCK, compared to the application of PCK separately between PK, CK, and PCK.…”

Section: Resultsmentioning

confidence: 99%

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

Nurina

Riandi

Widodo

et al. 2019

JPBI

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Research about students’ perceptions concerning the learning environment based on biology teachers’ TPACK still limited. The purpose of this study was to obtain information about the impact of biology teachers’ TPACK on students’ perceptions concerning their learning environment. TPACK scores were obtained from instrument in the form of multiple-choice test questions. Furthermore, students’ perceptions of their learning environment were obtained using a Likert scale questionnaire. Two biology teachers were used as research samples determined by purposive sampling, which is referring to their TPACK score. Furthermore, students who became the research sample were students from those two teachers that consists of 64 students. The analysis results show that teachers have different TPACK ability at the level of TPACK forming components. Furthermore, there are differences in students' perceptions based on their teachers' TPACK ability. The results were indicated teacher professionalism, in this case, TPACK has the impact on learning environment. Therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism.

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“…Competence is the main key for teachers because it directly relates to the ability of teachers to design and carry out the main tasks of teachers as educators. There are at least three key things in developing professionalism in the pedagogic domain so that the quality of education and learning outcomes are good, namely pedagogical content knowledge, pedagogical knowledge, and content knowledge (Evens, Elen, Larmuseau, & Depaepe, 2018), even this can be applied early to prepare qualified teacher candidates .…”

Section: Resultsmentioning

confidence: 99%

Physical Education Teacher’s Quality Based on the Indonesia National Standards

Sudarso¹,

Djawa²,

Wisnu³

et al. 2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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The quality of teacher's competency has widely recognized as the key to achieve a desirable outcome in the delivery of physical education (PE) in schools. However, the issue on teachers' quality which anchored on the competency standards is still latent. For that reason, a measurement is necessary to reveal the real issue so that a positive action can be taken. This article aims to present the conclusion of PE teachers' quality measurement through an online survey on http://www.risetpjokindonesia.com. The evaluation took in a teachers' community in the Sustainable Competency Improvement activities. There were 37 physical education teachers in elementary schools participated in the questionnaire developed by the "Indonesia Physical Education Research" team. Further, there were four competencies on Indonesia National Standards which measured in the instrument: pedagogy, social, personality and professional competence. The results show that the teachers' competencies value is 66.9% with each competency indicates 52.3% for pedagogical skill, 81.9% for social, 80.4% for personality, and last but not the least, 71.6% professional competence. The pedagogical competency took the most urgent priority for further investigation.

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Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education

Cited by 64 publications

References 35 publications

Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning

Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

Physical Education Teacher’s Quality Based on the Indonesia National Standards

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