Relationship between content knowledge and general pedagogical knowledge on pedagogical content knowledge

Hartati, Yumi; Permanasari, Anna; Sopandi, Wahyu; Mudzakir, Ahmad

doi:10.1088/1742-6596/1157/4/042045

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…One of the most explicit instances is technical PCK (TPCK) acknowledging the importance of integrating technology with PCK. Technology's Importance in Education (Fig 2 ) TPCK is an education history made up of three various knowledge modules: According to Y. Hartati, A. Permanasari, W. Sopandi and A. Mudzaki in [9], technical expertise, pedagogical skills, and subject knowledge are all important. T-PCK is the foundation of successful technology-assisted learning, and it necessitates a grasp of how ideas are represented using technologies.…”

Section: Pedagogical Content Knowledge (Pck)mentioning

confidence: 99%

Integration of Environment and Content Knowledge into STEM Education

Scotini

Abdullah

2022

JCNS

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With a central focus on the research question: “What must be done to encourage people to become more E+STEM educated?” this research is based on a Systematic review on ecological knowledge, which is linked to teachers' career growth as well as Environmental Science, Technology, Engineering, and Mathematics (E+STEM) pedagogy. The aim is to identify what instructors must do to improve their experience and credentials as E+STEM-educated people in light of expert views. To disclose expert views, a "mixed method" research approach is utilized in this study, which includes both qualitative and quantitative techniques. The technique employed is exploratory study sequencing, which is a kind of mixed-method study. The Delphi study's initial stage is to gather qualitative data on teachers' professional growth. The quantitative methodology is featured for the phase two of the Delphi research once the data has been analyzed in the first step. Lastly, the ultimate quantitative formulation (third phase) is produced following the data evaluation in the second phase.

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Section: Pedagogical Content Knowledge (Pck)mentioning

confidence: 99%

Integration of Environment and Content Knowledge into STEM Education

Scotini

Abdullah

2022

JCNS

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“…Some scholars questioned the distinctions between PCK and GPK, perhaps contributing to the research gap. Yet, recent evidence confirms GPK's unique dimension in teacher knowledge, accentuating the urgency for more GPK-centric studies (Hartati et al, 2019;König et al, 2018König et al, , 2022Ulferts, 2019). One suggestion for GPK research shortfall might be the limited evidence linking it to superior teaching and student success (Ulferts, 2019).…”

Section: Introductionmentioning

confidence: 99%

Mathematics teachers’ perceptions on general pedagogical knowledge for teaching pre-engineering students

Kasa,

Areaya,

Woldemichael

2024

PEDAGOGICAL RES

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This study sought to investigate university mathematics teachers’ perceptions on their general pedagogical knowledge (GPK) while teaching an applied mathematics course tailored for pre-engineering students at a public university in Ethiopia. Using a case study approach, data were collected through a Likert-scale questionnaire and semi-structured interviews. Five mathematics teachers were selected using purposive sampling to investigate into their perceptions about their capabilities and the teaching methodologies they used. Quantitative data were analyzed using SPSS statistics 22, while qualitative data were analyzed thematically. Teachers exhibited diverse levels of GPK. On average, the study revealed that the teachers held a positive self-assessment of their GPK. While some teachers were assured of their skills, others felt they needed more professional development in this domain. The findings of the study suggest that teachers’ perceptions on GPK are pivotal for understanding the professional development requirements of mathematics teachers, thereby guiding endeavors to enhance undergraduate mathematics instruction.

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