Secondary students’ perceptions of their teachers’ pedagogical content knowledge: a scale development study

Üner, Sinem; Akkuş, Hüseyin

doi:10.1080/13664530.2019.1674685

Cited by 6 publications

(10 citation statements)

References 45 publications

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“…Researchers have used various approaches to measure teachers' PCK, such as interviews with teachers (Mapulanga et al, 2022;Suh & Park, 2017), analysis of teachers' and students' written scripts (document analysis) (Park & Oliver, 2008), lesson observations (Mthethwa-Kunene et al, 2015), teacher surveys (Schmelzing et al, 2013), and student surveys (Halim et al, 2014;Uner & Akkus, 2019). Others, such as Maseko and Khoza (2021), have used a combination of questionnaires, interviews, and classroom observation to explore teacher professional knowledge.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka

Mapulanga

Nshogoza²,

Ameyaw³

2022

IJLTER

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The pedagogical content knowledge (PCK) of teachers influences students’ achievement of the learning outcomes. This study examined teachers’ perceived enactment of PCK in biology. The quantitative survey design was adopted by using a Likert-scale questionnaire consisting of six components of PCK, namely curricular saliency, students’ prior knowledge, what makes the subject easy or difficult, representations, conceptual teaching strategies, and assessment. Data on teachers’ perceived enacted PCK (ePCK) were collected from 54 biology teachers selected from 14 secondary schools in three districts of Lusaka province. The data were analyzed by computing descriptive and inferential statistics using Statistical Package for the Social Sciences (SPSS) software. The findings revealed that: (a) respondents’ perceived ePCK was high (M = 4.29, SD = .37), (b) respondents’ perceived ePCK was not influenced by gender, teaching experience, and type of school, (c) respondents’ perceived ePCK was influenced by their academic qualifications, (d) the component students’ prior knowledge and misconceptions was the most enacted component, and (e) the component what makes the subject easy or difficult was the least enacted component. The results highlight areas in teachers’ PCK that require enhancement. The study recommends using teacher professional development to enhance teachers’ ePCK in the component what makes the subject easy or difficult to understand. Further research may use larger samples and more data sources to increase the validity of the findings.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka

Mapulanga

Nshogoza²,

Ameyaw³

2022

IJLTER

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“…Instructors may need support from the entire community of higher education institutions, and especially from educational administrators, to effectively produce citizens who are independent learners and critical thinkers. To do so, in the first place, apart from subject matter knowledge (Nind, 2020;Stevenson, 2020;Uner & Akkus, 2019), they must get adequate inputs concerning pedagogical science trainings. In this regard, in response to the interview question -To what extent do you think that continuous professional development has been materialized in your university's context through pedagogical science and other trainings?‖ one of the official informants responded:…”

Section: Results Of Interviewsmentioning

confidence: 99%

Untitled

2022

AJE

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Reviewers' BoardClick Here v President's Message All ATINER's publications including its e-journals are open access without any costs (submission, processing, publishing, open access paid by authors, open access paid by readers etc.) and is independent of presentations at any of the many small events (conferences, symposiums, forums, colloquiums, courses, roundtable discussions) organized by ATINER throughout the year and entail significant costs of participating. The intellectual property rights of the submitting papers remain with the author. Before you submit, please make sure your paper meets the basic academic standards, which includes properEnglish. Some articles will be selected from the numerous papers that have been presented at the various annual international academic conferences organized by the different divisions and units of the Athens Institute for Education and Research. The plethora of papers presented every year will enable the editorial board of each journal to select the best, and in so doing produce a top-quality academic journal. In addition to papers presented, ATINER will encourage the independent submission of papers to be evaluated for publication.The current issue is the second of the ninth volume of the Athens Journal of Education (AJE), published by the Education Unit of ATINER.

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“…Several authors have highlighted the ability of teachers to motivate students through effective intervention strategies [45]. To do this, teachers must promote good bilateral communication with students to improve their mathematical competence [18,40,41] and stimulate their motivation via a methodological and curricular proposal that is attractive and participatory for students [46].…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, the influence of the teacher may reduce opportunities perceived by students at risk of social exclusion [39]. In this sense, good communication between the teacher and student is advisable, in order to know about and improve the mathematical competence of the student through attractive didactic strategies [18,40,41].…”

Section: Interactions In the Educational Environmentmentioning

confidence: 99%

Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model

et al. 2020

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Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.

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Secondary students’ perceptions of their teachers’ pedagogical content knowledge: a scale development study

Cited by 6 publications

References 45 publications

Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka

Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka

Untitled

Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model

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