scholarly journals Primary school teachers’ interviews regarding pedagogical content knowledge (PCK) and general pedagogical knowledge (GPK)

2013 ◽  
Vol 1 (2) ◽  
pp. 84-105
Author(s):  
Pavinee Sothayapetch ◽  
Jari Lavonen ◽  
Kalle Juuti
Keyword(s):  
Primary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Knowledge ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
General Pedagogical Knowledge

scholarly journals Pre-Service Primary School Teachers' Pedagogical Content Knowledge on Quadrilaterals

2020 ◽  
Vol 13 (2) ◽  
pp. 284-305
Author(s):  
Ömer ŞAHİN ◽  
Murat BAŞGÜL
Keyword(s):  
Primary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Illustrative Case ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Analysis Technique ◽  
Illustrative Case Study ◽  
Traditional Approaches

Abstract: The aim of this study was to investigate pre-service primary school teachers’ (PPSTs) pedagogical content knowledge (PCK) on quadrilaterals. In this study, the PCK components of knowledge of understanding students (KUS) and knowledge of instructional strategies (KIS) were used. The participants of the study consisted of 83 PPSTs studying at the primary education department of a university in Turkey. The illustrative case study method was used, while six scenarios were used as the data collection tool developed by researchers. The data obtained from open-ended scenarios were analyzed by using the summative content analysis technique. As a result of the study, it was observed that the KUS of the PPSTs about quadrilaterals was not on the desired level. Moreover, the KIS of the PPSTs was also not on the desired level. As a result of the study, it was observed that, in the process of eliminating the mistakes of students, the PPSTs preferred mainly the "Direct Instructional" method, which is based on traditional approaches and centers the teacher.

scholarly journals Primary school teachers perception of technological pedagogical content knowledge in online learning due to Covid 19

2021 ◽  
Vol 9 (1) ◽  
pp. 86-96
Author(s):  
Junita Cristi Makawawa ◽  
Ali Mustadi ◽  
Jewish Van Septriwanto ◽  
Falenthino Sampouw ◽  
Roeth A.O Najoan
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
North Sulawesi ◽  
Significant Difference

Primary school teachers need to have technological knowledge, pedagogical knowledge, and content knowledge in online teaching. TPACK is an integrative and transformative knowledge that teachers need to use technology effectively and efficiently in the classroom. This article investigates primary school teachers' perceptions of Technological Pedagogical Content Knowledge (TPACK) competencies in implementing online learning due to the pandemic COVID-19. The sample in this study were 117 primary school teachers in North Sulawesi province. The method used is a quantitative descriptive approach. Data was collected using a questionnaire on a Likert scale developed in Google Form. The results showed that most primary school teachers in North Sulawesi, Indonesia, already had TPACK competencies in online learning during the COVID-19 pandemic. Even so, TPACK competencies are in need to be improved in the abilities of TK and PK. The correlation results between the TPACK constructs also showed that the PK and TPK components had a significant effect on TPACK primary school teachers' perception of online learning. It was also found that there was no significant difference between gender and TPACK competency of primary school teachers.

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