Primary Student Teachers' Ideas about Teaching a Physics Topic

German pre-service teacher education aims to foster the concurrent formation of content knowledge, pedagogical knowledge, and pedagogical content knowledge. Accordingly, the coordination, sequencing, and prioritization of learning opportunities for the three areas of professional knowledge represent vital issues of the organization of teacher education at German universities. In this context, reanalyzing selected data of a previous experiment, we examined effects of instruction on pedagogical content knowledge about fractions in sixth-grade mathematics on the formation of corresponding content knowledge and generic pedagogical knowledge. Totaling 59 pre-service elementary school teachers, three groups had received seven hours of intervention on either content knowledge, pedagogical knowledge, or pedagogical content knowledge. Analyses of video recordings, ratings of treatment quality, and tests of professional knowledge revealed strong internal validity of the data. We found small effects of instruction on pedagogical content knowledge on the formation of both content knowledge and pedagogical knowledge. However, contrary to our expectations, effects on pedagogical knowledge were more consistent and statistically robust than effects on content knowledge. For the development of pedagogical knowledge in teacher education, this finding highlights the potential of parallel or integrated coursework, in which pre-service teachers use specific instructional strategies and student conceptions as examples to derive generic principles of teaching and learning.

Academic optimism defines talent, the desire to succeed, and optimism as the three factors that make success possible. Pedagogical content knowledge is specific to teachers and is based on how they connect their subject matter knowledge with pedagogical knowledge (what they know about teaching). Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life. This study aims to determine whether a significant relationship exists between the MAPEH Teachers’ Academic Optimism, Pedagogical Content Knowledge, and Physical Literacy. The demographic profile of MAPEH teachers shows that most are female, married, between the ages of 41 and 50, have been teaching for more than six years, have a baccalaureate degree, and have participated in national training. The weighted mean was also employed to determine the academic optimism, pedagogical content knowledge, and physical literacy of MAPEH Teachers. The fact that the respondents' teachers assessed them as having high levels of self-efficacy in their teaching (mean = 4.80) indicates that they have attained a very high degree of academic optimism. With six domains and the highest mean for educational purposes (4.74), pedagogical content knowledge According to the respondents' accomplishments, it is clear that they have a very high level of understanding in the field of pedagogical content. With four domains and the highest mean for knowledge and understanding (4.41), physical literacy In light of the respondents' accomplishments, it is clear that they have a high level of physical literacy. Last but not least, the findings indicate that there was a substantial connection between academic optimism, pedagogical content knowledge, and physical literacy, with a correlation significant at the 0.01 level and a correlation significant at the 0.05 level.

ABSTRACTThis paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies.

Three kinds of knowledge that effective teachers should master have been proposed: content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK). Most PCK studies have been conducted in the mathematics or science domain. In recent years, a growing number of studies related to foreign language teachers’ PCK have appeared. However, there is a paucity of studies that explore teachers’ PCK in the field of Chinese as a foreign language (CFL). In this study, we present a conceptualization of Chinese as foreign teachers’ PCK when they teach Chinese pronunciation. The research design builds on semi-structured interviews involving 20 CFL teachers ( n = 20), focusing on five PCK domains: (1) teachers’ knowledge of Chinese pronunciation subject content (initials, finals, tones, intonation, and stress), (2) their curriculum knowledge, (3) their knowledge of students’ mistakes and difficulties, (4) their knowledge of Chinese pronunciation-specific instructional strategies, and (5) their knowledge of instructional media. The results show that CFL teachers reflect a strong mastery of PCK concerning teaching tones, followed by initials and finals. Teachers’ PCK regarding teaching intonation and stress were much weaker in all five PCK components. Their PCK of teaching intermediate-level and advanced-level students was also limited by curriculum and time arrangement restrictions.

The Malaysian Education Blueprint (PPPM) 2013-2025 has spurred significant reforms in the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), particularly concerning classroom-based assessment (CBA). CBA evaluates students' understanding and progress, informs instruction, and enhances the learning outcomes. Teachers with robust pedagogical content knowledge (PCK) are better equipped to design and implement effective CBA strategies that accurately assess students' comprehension and growth, provide personalised feedback, and guide instruction. This study aims to investigate the relationship between PCK and CBA among English as a Second Language (ESL) secondary school teachers in Selangor, Malaysia. A 5-point Likert-scale questionnaire was administered to 338 teachers across 27 regional secondary schools in Selangor. The Covariance-based structural equation modelling (SEM) was used to analyse the data. The findings revealed that the secondary school teachers demonstrated a high level of PCK, with content knowledge (CK) obtaining the highest mean, followed by pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The CBA practices among these teachers were also found to be high. SEM analysis showed a positive association between PK and CBA practices and between PCK and CBA. However, no positive association was observed between CK and CBA practices. In order to enhance teachers' PCK and ensure the effective implementation of CBA, which is crucial for student learning outcomes in Malaysian ESL secondary schools, it is recommended that continuous professional development opportunities be provided, specifically focusing on PCK and CBA.

This book is a research study, which deals with firstly, the English language proficiency levels of Pedagogy of English student-teachers and practicing government English teachers. Secondly, the knowledge base – pedagogical knowledge, content knowledge, and pedagogical content knowledge – the teachers should have. Thirdly, it reflects on the efficacy of the present preservice B.Ed. Pedagogy of English curriculum to address the needs of the student-teachers. Fourthly, the perceptions they hold regarding effective preservice B. Ed. Pedagogy of English, and finally, posit a Pedagogy of English curriculum based on the analyses to make the content more beneficial to Pedagogy of English student-teachers.

ABSTRACTThis Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, ‘consensus’ model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an ‘amalgam’ of content and pedagogical knowledge.

The aim of this study was to explore the influence of pedagogical content knowledge competencies of Ghana senior high school textile teachers on the modernisation of indigenous Ghanaian textile industry. A cross-sectional survey design was used to collect both qualitative and quantitative data. The study targeted senior high school textile teachers, senior high school textile graduates and heads of visual arts department. The sample size for the study was 243 (225 teachers, 12 textile graduates & 6 HoDs). Questionnaire, interview guide and observation were the research instruments employed for data collection. The result of H 01 indicated that the pedagogical content knowledge of textile teachers has influence on the skills textile graduates needed to modernise the indigenous textile industry. The findings of the study also signposted that the pedagogical content knowledge of the textile teachers cannot enable the textile students to acquire the requisite skills needed to modernise the indigenous textile industry. The findings of the study indicated most of the Ghana senior high schools lacked textile training facilities and resources needed to modernise the indigenous textile industry. The study recommended that ministry of education should periodically sponsor textile teachers to have industrial attachments in both local and international renowned textile industries to learn modern content knowledge of textile manufacturing. There should also be periodic capacity building workshops on vocational skills pedagogical knowledge to enable the textile teachers effectively transmit the content knowledge to their students effectively. Keywords: Content knowledge, pedagogical knowledge, pedagogical content knowledge. DOI : 10.7176/ADS/78-01 Publication date: November 30th 2019

The concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher’s lived experience. Pedagogical content knowledge (PCK) is described as a transformation of teacher knowledge from a variety of domains of knowledge, which includes subject matter knowledge, pedagogical knowledge, and knowledge about content. This exploratory study reports on in-service natural science teachers’ inferences regarding preservice teachers’ performance in natural science teaching, as observed during a practice teaching period. Perspectives of in-service teachers of the different knowledge domains of pre-service teachers during their final year were investigated. Semi-structured interviews, incorporating a specific set of open-ended questions, were conducted with in-service teachers following a practice teaching period of four weeks. The findings indicate that the in-service teachers rated the pre-service teachers positively in some knowledge domains but less positively in other knowledge domains. This has prompted some rethinking on the structure and presentation of the curriculum, in our undergraduate teacher education programme, to include and accommodate approaches that would enable better uptake of various knowledge domains and improve PCK development.Keywords: in-service teachers; pedagogical content knowledge; pre-service teachers; teacher knowledge

The paper concerns the Finnish product development teacherś perceptions on their pedagogical content knowledge in higher education settings. The aim is to describe and analyse what kind of pedagogical content knowledge the teachers have and, therefore, to provide a better understanding of the type of knowledge unique to product development teaching. The model of pedagogical content knowledge used here includes the components of product development content knowledge, pedagogical knowledge and pedagogical content knowledge. Based on seven teacher interviews, the main content knowledge concerns the process of product development, its different phases and methods as well as the usage of different software programs. The teachers use diverse teaching methods and their attitude towards educational technology is mostly positive. Course learning outcomes and working life are acknowledged when planning teaching, but only a few teachers take curriculum into account and participate in curriculum design. Even though the teachers use different evaluation methods in teaching, new ways of evaluation are needed. This may be something that innovative educational technology tools can make possible.

Mishra and Koehler’s (2006) framework for technological pedagogical content knowledge (TPACK) is one of the most well-received and widely researched theoretical frameworks for technology integration in the classrooms. Chai et al. (2013) recent review found that more than 70 articles about TPACK have been published between 2003 and 2011 within the Scopus database. A website dedicated to TPACK research (http://tpack.org/) has accumulated more than 450 articles. The SSCI-listed journals have also published 134 articles on TPACK as of May 2015. As an analytical and creative framework, TPACK research can potentially generate deeper knowledge construction about ICT integration among researchers and educators. It could be refined, expanded, and improved upon to account for more variables that shape, empower, or constrain the development of ICT use in education (Chai et al. 2013; Voogt et al. 2013). Building upon Shulman’s (1986) model for pedagogical content knowledge, Mishra and Koehler (2006) added the dimension of technological knowledge and demonstrated how various kinds of teacher knowledge can be derived from the integration of technological, pedagogical, and content knowledge. These integrated forms of knowledge are pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). Together with technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), these seven kinds of knowledge make up the TPACK framework. While this framework provides specifications for the kinds of teacher knowledge involved during technology integration, how teachers, educators, and researchers can create more technological pedagogical content knowledge need to be further unpacked. Tee and Lee (2011) have aptly positioned generating TPACK as a knowledge creation endeavor and Kramarski and Michalsky (2010) have found it necessary to support pre-service teachers’ metacognitive self-regulation as they create TPACK through design. The creation of knowledge is a complex matter and coupled with the situated nature of TPACK (Mishra and Koehler 2006); further theorizing of the epistemic nature and processes involved in creating TPACK are needed. Specifically, the TPACK framework specifies what teachers need to integrate technology but not how the process can be improved (Cox and Graham 2009). On the other hand, there is much emphasis on the use of technology to support pedagogical improvements, especially the kinds of pedagogies that support students to foster twenty-first century competencies (ISTE 2007; P21, 2007). Voogt and Roblin (2012) have identified ICT-based learning as a common element across all twenty-first century learning frameworks they have reviewed. ICT could be used as a cognitive tool, metacognitive tool, and epistemic tool to support critical thinking, creative and inventive thinking and authentic problem solving, which are also common elements of twenty-first century learning. Yet, there is still a lack of understanding about how the seven TPACK constructs are being applied by teachers as they formulate technology-integrated lessons to promote twenty-first century learning & Joyce Hwee Ling Koh joyce.koh@nie.edu.sg

This study aims to describe the content knowledge, pedagogical knowledge, and pedagogical content knowledge of students of pre-service physics teachers at Walisongo Semarang. The type of research is quantitative descriptive. The samples were Physics Pre-service teachers at Universitas Islam Negeri Walisongo Semarang. The samples were 65 pre-service physics teachers determined by the purposive sampling technique. The method of collecting data used was a test, observation, and documentation. The results showed that pre-service physics teachers' content knowledge capabilities were in three categories, namely: 35% poor, 42% sufficient, and 23% good. The pedagogical knowledge test showed that 16% of physics pre-service teachers were in a good category, 77% were in a good category, and 7% were in a very good category. The results of the pedagogical content knowledge test showed that 12% of the pre-service physics teachers were in the poor, 30% were in the moderate category, 35% were in a good category, and 23% were in the very good category. Pre-service physics teachers had the lowest ability in determining other factors that influence teaching concepts, and the highest ability in determining important science concepts in the material to be taught. This research implies that remediation is needed to improve physics pre-service teachers' Pedagogical Content knowledge capabilities, which can be applied in the Plan of Learning course

Numerous researchers have developed technological pedagogical content knowledge (TPACK) instruments for English language teaching; however, a valid and reliable instrument to unbox the primary English language teacher's TPACK profile from graduates of the primary school teacher education study program does not yet exist. Consequently, this study aimed to design and validate a questionnaire to unbox the primary English language teacher's TPACK profile. This study used a mixed-methods approach. First, qualitative methods were employed to verify the valid content of each construct. The items were generated through experts' and a primary English teacher’s reviews. As a quantitative method, the questionnaire was then validated through explanatory factor analysis (EFA). The result of EFA yielded a comprehensive set of 40 items: technological knowledge (TK) section (consisting of 5 items), content knowledge (CK) section (consisting of 6 items), pedagogical knowledge (PK) section (consisting of 6 items), pedagogical content knowledge (PCK) section (consisting of 5 items), technological content knowledge (TCK) section (consisting of 5 items), technological pedagogical knowledge (TPK) section (consisting of 7 items), and TPACK section (consisting of 5 items). The reliability coefficients of each construct were acceptable. In conclusion, the study obtained a fruitful questionnaire for unboxing the primary English language teacher’s TPACK profile.

The purpose of this study is to assess Cambodian high school science teachers’ perceptions of Technological Pedagogical Content Knowledge (TPACK) knowledge domains, including content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and TPACK and investigate the relationship between knowledge domains with some demographic variables such as gender, qualification, age, teaching experience, school type and school location. The study surveyed 240 Cambodian high school science teachers using a self-rating questionnaire. Data analyses employed independent samples t-test, One-Way ANOVA and Pearson’s correlation statistics to produce findings. The results revealed that Cambodian high school science teachers responding to the survey rated their knowledge relatively high for the CK, PK, PCK and TK, but relatively low for TCK, TPK and TPACK. Difference analyses affirmed that only the school-type variable indicated the difference in the four technology-related knowledge domains of TPACK. Age and teaching experience had negative correlations solely with the four technology-related domains. In conclusion, Cambodian high school science teachers have enough knowledge in (1) subject contents, (2) teaching strategies of their subject matter, and (3) ICT for administrative works and to support subject-matter-related works. Cambodian high school science teachers need more knowledge of specialised ICT for education to improve their teaching and enhance students’ learning on their subject.

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.