Article
Computer Science, Interdisciplinary Applications
Andreas Lachner, Armin Fabian, Ulrike Franke, Judith Preiss, Leonie Jacob, Carolin Fuehrer, Uwe Kuechler, Walther Paravicini, Christoph Randler, Philipp Thomas
Summary: This study aimed to investigate how to support pre-service teachers' development of Technological Pedagogical Content Knowledge (TPACK) by developing subject-specific TPACK modules and evaluating their effectiveness through a quasi-experimental field study. The results showed that the modules were beneficial for pre-service teachers in acquiring more TPACK, improving their technology-related self-efficacy, and increasing support for technology integration.
COMPUTERS & EDUCATION
(2021)
Article
Education & Educational Research
Rafael Winicius da Silva Bueno, Margaret L. Niess, Ruhsen Aldemir Engin, Clarissa Coragem Ballejo, Diego Lieban
Summary: To better prepare teachers for teaching in the digital age, this research examined the nature of technological pedagogical content knowledge (TPCK/TPACK) and highlighted the need for and challenges in redesigning teacher education. The findings provide new perspectives and insights for future research by teacher educators.
AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
(2023)
Article
Mathematics
Diana Vasco-Mora, Nuria Climent-Rodriguez, Dinazar Escudero-Avila
Summary: This study aims to deepen our understanding of a lecturer's practice in linear algebra by exploring the connections he makes between his content knowledge and pedagogical content knowledge. The teacher's use of varied examples to introduce new content, highlighting key aspects of the topic, and alerting students to potential errors and difficulties showcases high classroom performance. The results provide valuable insights for the training of university teachers and validate the usefulness of a theoretical model for studying teachers' knowledge.
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
Mathematics
M. Isabel Pascual, Miguel Montes, Luis Carlos Contreras
Summary: This study explores the pedagogical content knowledge used by a teacher educator during a training session with prospective primary teachers, focusing on teaching situations related to symmetry and identifying three main categories of this knowledge.
Article
Education & Educational Research
Wm. Matthew Reynolds, Soonhye Park
Summary: The study found a significant positive correlation between preservice teachers' edTPA scores and their PCK levels, with Knowledge of Student's Understanding (KSU) and Knowledge of Instructional Strategies and Representations (KISR) being the most developed components and Knowledge of Science Curriculum being the weakest.
JOURNAL OF RESEARCH IN SCIENCE TEACHING
(2021)
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
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
Huub Oattes, Arie Wilschut, Ron Oostdam, Ruben Fukkink, Rick de Graaff
Summary: The study analyzed and compared the application of pedagogical content knowledge (PCK) in Dutch and English spoken history lessons for junior grades 7 and 9. Contrary to expectations, there was a strong similarity in PCK application between the two grades and languages, with average quality and more advanced PCK observed in grade 9.
TEACHING AND TEACHER EDUCATION
(2022)
Article
Education & Educational Research
Maren Koberstein-Schwarz, Anke Meisert
Summary: This study explores the potential of material-based planning in teacher education by analyzing think-aloud protocols. The findings reveal that knowledge resources related to student thinking are frequently utilized in lesson planning, and there is a strong integration between knowledge about students' understanding and student activities. These findings demonstrate the multifaceted potential of materials-based planning.
TEACHING AND TEACHER EDUCATION
(2022)
Article
Education & Educational Research
Roland Pilous, Timo Leuders, Christian Rueede
Summary: This study examines the use of content knowledge and pedagogical content knowledge in the pedagogical reasoning of novices and different types of experts in the field of mathematics education. Verbal analysis was used to evaluate think-aloud interviews based on a planning task that required pedagogical reasoning. The results reveal differences in the use of mathematics-related content knowledge and pedagogical content knowledge between novices and experts, as well as between different types of experts. It is concluded that novices tend to prioritize knowledge of teaching procedures, while experts' use of knowledge is influenced by their qualifications and experiences.
TEACHING AND TEACHER EDUCATION
(2023)
Article
Education & Educational Research
Dustin Schiering, Stefan Sorge, Melanie M. Keller, Knut Neumann
Summary: This study identifies different proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and explores how teacher education can promote the development of PCK. The findings suggest that teachers' content knowledge, teaching experience, and beliefs about teaching and learning are crucial factors for increasing PCK proficiency.
JOURNAL OF RESEARCH IN SCIENCE TEACHING
(2023)
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
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
Sofia A. Agathangelou, Charalambos Y. Charalambous
Summary: This study explores the relationship between teachers' content knowledge (CK) and pedagogical content knowledge (PCK) by aligning their measures, finding that CK can be considered a pre-requisite of PCK. The data was analyzed using two different methods, both supporting the idea that answering CK questions is a pre-requisite for answering their aligned PCK questions. The findings have important theoretical, methodological, and practical implications.
JOURNAL OF MATHEMATICS TEACHER EDUCATION
(2021)
Article
Education & Educational Research
Phillip Ward, Shiri Ayvazo, Fatih Dervent, Peter Iserbyt, Insook Kim
Article
Education & Educational Research
Phillip Ward, Erhan Devrilmez, Shiri Ayvazo, Fatih Dervent, Yaohui He, Peter Iserbyt, Levent Ince, Insook Kim, Bomna Ko, Weidong Li, Emi Tsuda
Summary: The study examined transnational collaboration among 11 researchers in seven countries over the past 18 years, analyzing their cooperation patterns through social network analysis and a community of practice framework. Results showed a strong decentralized social network with shared values, impact, rewards, and challenges among the team members.
Article
Education & Educational Research
Fatih Dervent, Aykan Kurucan, Erhan Devrilmez, Phillip Ward
Summary: This study examines the relationships between instructors' and preservice teachers' knowledge levels in gymnastics, soccer, and volleyball. It finds significant positive correlations between instructors' and preservice teachers' common content knowledge levels, as well as between instructors' knowledge of student errors and preservice teachers' common content knowledge levels. There is also a significant relationship between instructors' knowledge of student errors and preservice teachers' knowledge of instructional tasks in gymnastics.
EUROPEAN PHYSICAL EDUCATION REVIEW
(2022)
Article
Education & Educational Research
Phillip Ward, Fatih Dervent, Peter Iserbyt, Emi Tsuda
Summary: In Physical Education Teacher Education programs, focusing on fewer models can improve the competence of preservice teachers. It is important to provide ample opportunities for preservice teachers to practice and reflect on their teaching effectiveness. For in-service teachers, it is recommended to start with a model they find appealing in a content domain they are familiar with and adjust their teaching to become more competent.
JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE
(2022)
Article
Education & Educational Research
Fatih Dervent, M. Lale Guler, Mufide Yoruc Cotuk
Summary: This article presents the in-depth content knowledge required for preservice and practicing physical education teachers to teach korfball, including common content knowledge (CCK) and specialized content knowledge (SCK). It provides educationally rich examples to help teachers improve their teaching practices and promote students' lifelong engagement in korfball.
JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE
(2022)
Article
Education & Educational Research
Erhan Devrilmez, Phillip Ward, Fatih Dervent, Ekrem Yasin Tabak, Omer Ozer
Summary: Using co-authorship network analysis, we investigated the social network of researchers studying physical education content knowledge globally. This method helped us examine the growth and collaboration in this field. Our analysis of 101 articles revealed that research on content knowledge is conducted within and across 13 high-income economies. The research productivity has been increasing since 1990, and key hubs of research collaboration have been identified. From a global perspective, it is important to establish connections with low-income economies to strengthen their research capacity.
Article
Education & Educational Research
Phillip Ward, Fatih Dervent, Erhan Devrilmez, Peter Iserbyt, Insook Kim, Bomna Ko, Jose A. Santiago, Emi Tsuda, Xiuye Xie
Summary: This article discusses a teacher education reform called practice-based teacher education, which emphasizes a curriculum focused on what a teacher needs to know and do to teach physical education. It presents evidence for curricular changes in physical education teacher education and the content and pedagogies of methods and content classes. The article concludes with a discussion of how practice-based teacher education can address social injustice.
JOURNAL OF TEACHING IN PHYSICAL EDUCATION
(2022)
Article
Education & Educational Research
Phillip Ward, Fatih Dervent, Insook Kim, Bomna Ko, Xiuye Xie, Emi Tsuda, Jose A. Santiago, Peter Iserbyt, Erhan Devrilmez
Summary: This study aimed to investigate the use of Practice-based Teacher Education (PBTE) and the perceptions of physical education teacher educators on PBTE. The findings showed that PBTE programs adopted similar and different elements, and four themes emerged regarding teacher educators' perceptions of PBTE, including the influence of educator context, the use of PBTE, the advantages of using PBTE, and a critical analysis of PBTE.
JOURNAL OF TEACHING IN PHYSICAL EDUCATION
(2022)
Article
Education & Educational Research
Fatih Dervent, Weidong Li, Nazim Nayir, Erhan Devrilmez
Summary: This study examined the effects of the Situated Game Teaching through Set Plays (SGTSP) curricular model on secondary school students' soccer skills and game performance. The results showed that students taught using the SGTSP model had better decision-making abilities in the game plays, while their skill performance was similar to those taught using a technique-focused approach.
JOURNAL OF TEACHING IN PHYSICAL EDUCATION
(2022)
Article
Education & Educational Research
Phillip Ward, Shiri Ayvazo, Fatih Dervent, Peter Iserbyt, Insook Kim
Summary: This article is a response to the misrepresentation of the authors' research by Backman and Barker. It emphasizes the importance of multiple perspectives in advancing the field and the difference between interpretation and misrepresentation. The authors address the misrepresentations in Backman and Barker's paper using empirical evidence.
Article
Education & Educational Research
Phillip Ward, Shiri Ayvazo, Fatih Dervent, Peter Iserbyt, Insook Kim
Summary: This article addresses issues raised in other studies, clarifies the applied behavior analytic framework, emphasizes the importance of improving teacher content knowledge, refutes ideological positioning based on academic competition, and elaborates on the scientific growth in understanding of CCK.
Article
Education & Educational Research
Fatih Dervent, Erhan Devrilmez, Mustafa Levent Ince, Phillip Ward
PHYSICAL EDUCATION AND SPORT PEDAGOGY
(2020)
Meeting Abstract
Hospitality, Leisure, Sport & Tourism
Fatih Dervent, Xiuye Xie, Nazim Abdurrahim Nayir, Erhan Devrilmez, Weidong Li
RESEARCH QUARTERLY FOR EXERCISE AND SPORT
(2020)
Meeting Abstract
Hospitality, Leisure, Sport & Tourism
Peter Iserbyt, Insook Kim, Phillip Ward, Fatih Dervent, Erhan Devrilmez, Mufide Cotuk, Yaohui He, Xiaozan Wang, Lingsong Kong, Lang He, Tom Madou, Fien Depaepe, Peter Iserbyt
RESEARCH QUARTERLY FOR EXERCISE AND SPORT
(2020)
Article
Education & Educational Research
Phillip Ward, Shiri Ayvazo, Fatih Dervent, Peter Iserbyt, Insook Kim, Weidong Li
Summary: This article discusses the essential knowledge for teacher educators in teaching skill analysis, highlighting the lack of training for preservice and practicing teachers in this area. It emphasizes the importance of skill analysis in teacher education and provides examples for improving teaching practices.
JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE
(2021)
