Learning progressions as tools for supporting teacher content knowledge and pedagogical content knowledge about water in environmental systems

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

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From Pedagogical Knowledge to Pedagogical Content Knowledge: Development in Mentor and Student-Teacher Group Conversations

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.18.10.15 ◽

2019 ◽

Vol 18 (10) ◽

pp. 233-247

Author(s):

Marie-Helene Zimmerman Nilsson ◽

Pernilla Nilsson

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Student Teacher ◽

Pedagogical Knowledge ◽

Knowledge Development ◽

Pedagogical Content

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IMPLEMENTATION THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PHYSIC TEACHER BASED-ON STUDENTS LEARNING OUTCOMES AT SMAN 4 BANDA ACEH

Jurnal Ilmiah Peuradeun ◽

10.26811/peuradeun.v4i3.106 ◽

2016 ◽

Vol 4 (3) ◽

pp. 321

Author(s):

Saminan Saminan ◽

Roza Zulfira

Keyword(s):

Pedagogical Content Knowledge ◽

Learning Outcomes ◽

Content Knowledge ◽

Student Learning Outcomes ◽

Learning Activities ◽

Pedagogical Content ◽

Physic Teacher ◽

Average Value ◽

Teacher Success ◽

Banda Aceh

One of the factors of low student learning outcomes on physic learning coursed lack of ability teachers in effecting the pedagogic practice and knowing subject matter in the learning environment. Pedagogical content knowledge (PCK) is the blending of pedagogical knowledge and content knowledge which must have by teachers in realizing learning objectives. This research aims to showed the implementation pedagogical content knowledge (PCK) of physic teacher based on students learning outcomes on measurement and magnitude material at class of X IA4 SMAN 4 Banda Aceh. Outcomes of this research are: the average value of students learning outcomes is 80 with description the PCK of physic teacher are 95% teacher have understood students of characteristics in learning process, 67% teacher success in planning of learning, 70% teacher success in implementing learning activities, 67% teacher success in evaluating learning outcomes, 75% teacher has been able developing the potentials of the students, and 75% teacher has mastered the science of substances.

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