جستجوی مقالات مرتبط با کلیدواژه "pedagogical content knowledge (pck)" در نشریات گروه "علوم تربیتی"

The purpose of the present study is analysis of Level proportion between science teaching method of primary schools from perspective of attention to PCK. The qualitative research method was critical inquiry. The statistical population of the research was selected from the thoughtful teachers and heads of science subjects of the second elementary school (fourth, fifth and sixth) of Bushehr and Ardabil cities, and 18 people were selected until theoretical saturation. The measurement tool is the convergent interview protocol. The focus group interview approach was used for answer the research question and collect data. The data analysis was done with the thematic analysis model of Atride and Sterling (2001). For the credibility of the interviewees themselves and for reliability, two independent evaluators were used, and the Scott's pi reliability coefficient was 0.81. The findings showed a total of 131 basic concepts, 15 organizing themes and 5 meta-themes; A) orientations towards science teaching, (b) knowledge of student understanding, (c) knowledge of educational strategies and representations, (d) knowledge of science curriculum, and (e) knowledge of science learning assessment were obtained. As a result, PCK is needed by all elementary school teachers in order to effective teaching in science. Also, the correct evaluation of pck in the proportion between teachers' methods of teaching sciences will help them in teaching science effectively. Finally, the results of this study emphasize the need to implement teachers’ professional development (pre- service and in- service) for their growth in the field of PCK

The present study examines the pedagogical-content knowledge (PCK), content knowledge (CK), pedagogical knowledge (PK), and their impact on teacher education. Also, the learning environments are compared to investigate the effect of providing PK and CK on the development of PCK, providing this knowledge for the development of PK and educational content, and the effect of integrating the PK and educational content with PCK on the development of PCK. In addition, the present study examines the effectiveness of several learning environments with a quasi-experimental design. The research sample consisted of 170 first-year English as a foreign language (EFL) students who participated in this study using Eitaa messenger app. Quantitative pencil-paper tools including short answer and multiple-choice items were used to measure these three areas of knowledge. The tools were developed with feedback from educational researchers and school teachers to ensure their content validity. The reliability of the tools was tested using inter-rater reliability and internal consistency. ANCOVA was used to analyze the data on all research questions. The present study showed that when courses on the PCK, CK and PK are included in the curriculum, the professional teacher knowledge is enhanced. Also, considering the results, it is not that much important whether these knowledge areas are presented in an integrated or separate manner, meaning that each of these three knowledge areas can have its own courses separately or in combination.

Pedagogical Content knowledge (pck) of science teachers has a complex and diverse nature. The purpose of the present study is to review the studies in this field and obtain a coordinated result from the components and subcomponents of the pck and to extract the components that have been further researched. The results of this research can be useful for researchers who are looking to identify or develop a specific group of teachers in a particular subject. The research method was meta-synthesis and the data were analyzed using a seven-stage Marsh synthesis model. The statistical population, articles and dissertations are valid in the field of PC and 118 articles were identified based on the inclusion criteria and 41 research articles were selected for analysis based on the exclusion criteria. Data were collected and recorded by a form designed by researchers, and axial arm codings were performed by two independent evaluators, and the Kappa Cohen coefficient formula yielded an agreement between the evaluators of 0.73. Five dimensions, 1- Educational knowledge 2- Learners' knowledge 3- context knowledge 4- Curriculum knowledge 5- Specific knowledge of specific subject topics were identified. The three dimensions of education, learners and teachers' curriculum have been researched more than other components.

Facultymembers are engaging with three important rolesat university includingteaching, research and services. However, themain focus of higher education on researchhas caused the neglectof teaching among faculty members.This isresulted in lack of information about what and how to develop teaching knowledge in different higher education disciplines.As well, teaching knowledge is practical in nature and that,contributed to the complexity of its study. Among different models,pedagogical content knowledge (PCK) model was chosen to study the nature ofmathematicsinstructors’teaching knowledgeat higher education level.The data were collected through semi-structured interviews,with a number of university mathematicsinstructors. The data were analyzed using phenomenology. The analysis revealed that university mathematics teachers develop their pedagogical content knowledge,through some resourcesincluding model making, repeating courses, mathematics textbooks, students, colleagues, and theirprior experiencesas student, educational resourcesand mentoring. Moreover, the direction of PCK development is from content to learner and considering these resourcestowards the developmentof PCK,yet needs another factor as reflection on action, is influencial.