Article
Education & Educational Research
Julia Barenthien, Anja Fiebranz, Maria Todorova, Kornelia Moeller, Mirjam Steffensky
Summary: This longitudinal study examines the development of PCK and PV in elementary science education during initial teacher education in Germany and their interplay. The results show that PCK and PV increased during the university phase, but PCK slightly decreased and PV stagnated during the induction phase. The correlation between the developments of PCK and PV was stronger in the university phase.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
(2023)
Article
Education & Educational Research
Yasemin Copur-Gencturk, Tammy Tolar
Summary: Identifying the nature of the expertise needed for teaching a subject matter is crucial in teacher preparation. This study examines the distinct manifestations of content-specific knowledge and skills required for teaching mathematics. The findings suggest that teachers' content-specific expertise is multidimensional and includes content knowledge, pedagogical content knowledge, and content-specific noticing skills. The study emphasizes the influence of the conceptualization of content knowledge on the dimensionality of the construct.
TEACHING AND TEACHER EDUCATION
(2022)
Article
Education & Educational Research
Etienne Nzaramyimana, Odette Umugiraneza
Summary: This paper investigates how secondary school teachers in the Musanze district of Rwanda understand and integrate technology to teach mathematics, and explores the demographic factors associated with their use of technology. The results reveal variations in teachers' understanding and frequency of technology use, and significant associations with gender, level of education, and other factors. The study suggests the need for teacher training to enhance their use of technology in the classroom.
EDUCATION AND INFORMATION TECHNOLOGIES
(2023)
Article
Multidisciplinary Sciences
Ebrahim Mohammadpour, Yahya Maroofi
Summary: The aim of this study was to develop an instrument to measure and compare the mathematics and science content knowledge (CK) and pedagogical knowledge (PK) of teachers who graduated from Teacher Training University (TTU) with those of teachers who graduated from other universities in Iran. A total of 226 teachers were selected using a two-stage cluster random sampling. The findings showed that TTU graduates performed better in the CK tests compared to teachers from other universities, but there was no significant difference in the PK tests.
Article
Education & Educational Research
Annika Forsler, Pernilla Nilsson, Susanne Walan
Summary: This study explores how science teacher teams in Swedish upper secondary schools can develop their knowledge and expertise in sustainable development through collective reflections using the reflective tool Content Representation (CoRe). The findings suggest that the use of CoRe can stimulate the development of teachers' pedagogical content knowledge (PCK) in teaching sustainable development.
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
(2023)
Review
Psychology, Multidisciplinary
Hang Su, Jialin Wang
Summary: This article explores the essential functions of teacher trainers in academic courses and their professional development. The study finds that teacher trainers have complex roles but receive less preparation and opportunities for professional development in the relevant knowledge and skills. Therefore, they need to continuously improve their knowledge and skills after accepting the role of teacher trainers. Teaching skills and knowledge are considered important factors influencing the professional development of teacher trainers.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Psychology, Multidisciplinary
Yue Zeng, Weipeng Yang, Alfredo Bautista
Summary: This study investigates the content knowledge (CK) and pedagogical knowledge (PK) of an early childhood teacher in teaching programming and computational thinking (CT). The teacher demonstrated a strong understanding of CT concepts but weaker proficiency in CT practices and perspectives. Additionally, the teacher was able to apply general pedagogical knowledge, but struggled with content-specific pedagogical knowledge.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Education & Educational Research
Insook Kim
Summary: The study found that the PCK behaviors and use of instructional tasks by preservice teachers largely depend on the level of content knowledge developed in their physical education content course. Preservice teachers with stronger content knowledge demonstrated more mature forms of PCK and were able to better utilize instructional tasks to refine and apply tasks within the lesson.
PHYSICAL EDUCATION AND SPORT PEDAGOGY
(2021)
Article
Psychology, Multidisciplinary
Shuo Li, Liyan Liu, Anne Li Jiang
Summary: The study showed that the current teacher education program effectively enhanced student-teachers' PCK, and the factors influencing different PCK developmental trajectories were varied and personalized.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Education & Educational Research
Gilbert Greefrath, Hans-Stefan Siller, Heiner Klock, Raphael Wess
Summary: The article examines the pedagogical content knowledge of mathematical modelling among pre-service teachers through university seminars. Results show that specific facets related to modelling tasks, processes, and interventions have significantly increased in experimental groups, while no significant change was observed in the control group.
EDUCATIONAL STUDIES IN MATHEMATICS
(2022)
Article
Education & Educational Research
Cigdem Han-Tosunoglu, Norman G. Lederman
Summary: This study aims to develop a valid and reliable instrument for assessing teachers' PCK for biological socioscientific issues, allowing researchers to explore teachers' understanding of SSIs, the development of PCK-BSSIs over time, and the efficacy of various professional developments.
TEACHING AND TEACHER EDUCATION
(2021)
Article
Education & Educational Research
S. M. Ramaligela
Summary: Research in South Africa has shown that many pre-service technology teachers lack sufficient content and instructional knowledge, which hinders their effectiveness in the classroom and deprives students of the opportunity to develop cognitive skills and authentic interest in the subject.
INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
(2021)
Article
Multidisciplinary Sciences
Jenna Hicks, Jessica Dewey, Michael Abebe, Maxwell Kramer, Anita Schuchardt
Summary: The study finds that intervention through curriculum and PD can improve teaching practices of teaching assistants (TAs), even when they are teaching curriculum that is not linked to PD. TAs who participated in the intervention implemented more student-centered teaching practices. The results suggest that investment in curriculum-linked TA PD and development of higher-cognitive-demand tasks can effectively support implementation of student-centered practices.
Article
Education & Educational Research
Johannes Konig, Petra Hanke, Nina Glutsch, Daniela Jaeger-Biela, Thorsten Pohl, Michael Becker-Mrotzek, Alfred Schabmann, Tina Waschewski
Summary: This study proposes a comprehensive conceptualization of teacher knowledge for teaching early literacy in primary schools. The study finds that teachers' professional knowledge can be conceptualized in terms of content knowledge, pedagogical content knowledge, and general pedagogical knowledge, and can be empirically measured.
EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY
(2022)
Review
Education & Educational Research
Linghong Li, Martin Valcke, Bart Dessein, Linda Badan, Christoph Anderl
Summary: This paper reviews the use and impact of instructional pronunciation strategies in CFL field from 1980 to 2019, finding that controlled segmental-based strategies and suprasegmental-based strategies, especially computer-assisted strategies, are widely and effectively used to improve CFL students' pronunciation accuracy. Further development in the validity of assessments in quantitative studies is needed.
FOREIGN LANGUAGE ANNALS
(2021)