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Problematizing Pedagogical Content Knowledge

Proceedings of the 2019 AERA Annual Meeting, 2019
This paper problematizes the concept of pedagogical content knowledge by giving an account of its guiding principles, critiquing its underlying assumptions, and providing a sketch of potential resolutions to possible contradictions. The view of subject matter (and the idea of transforming subject matter for teaching) offered by Shulman works well for ...
openaire   +2 more sources

Evaluating the Correlation between the Teaching Performance of Primary School English Language Teachers and the Training they Received

Educational Challenges
Teaching is a profession that requires its practitioners to be trained and certified. The training may take the form of pre-service or in-service. The teachers who pass through either of these modes of training are also required to possess ample and ...
Melese Beshah, Alemu Hailu Anshu
doaj   +1 more source

Conducive conditions for curriculum practice in teaching accounting at a rural school in the KwaZulu-Natal

International Journal of Studies in Inclusive Education
The education landscape constantly evolves and brings new challenges and opportunities in teaching practices, particularly in specialised subjects such as accounting.
Walusa Ajuma, Molaodi Tshelane
doaj   +1 more source

Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana

Cogent Education, 2018
Entry qualification, academic achievement, and teaching practices of newly qualified teachers (NQTs) qenrolled into the teacher education programme directly from senior high school (DfSHS) were compared with NQTs enrolled through the Untrained Teacher ...
Christopher Yaw Kwaah, Paivi Palojoki
doaj   +1 more source

Exploring preservice teachers’ pedagogical content knowledge for teaching analytical geometry in multilingual classrooms

Pythagoras
The narrative permeating higher education institutions globally is the intention to advance the quality of preservice mathematics teachers to gain better performance than mathematics school learners.
Sibongile Zulu, Deonarain Brijlall
doaj   +1 more source

Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development

Education Policy Analysis Archives, 2016
In the US, many federal, state and local school improvement policies rely on teacher professional development (PD) to foster classroom change. Past research suggests PD that has a content focus is the most effective, but that even content-focused PD ...
Elizabeth Covay Minor, Laura Desimone, Jade Caines Lee, Eric D. Hochberg   +3 more
doaj   +1 more source

Addressing challenges of evaluating learners in an ESP course at a tertiary level

Revista de Lenguas para Fines Específicos
Evaluating learners’ performance in an English for Specific Purposes (ESP) course at a tertiary level presents several challenges. These challenges include the diverse needs of learners, the difficulty of developing valid and reliable assessments, and ...
Nazlije Latifaj, Donjete Latifaj, Brikena Xhaferi, Adriana Zafirovska   +3 more
doaj  

South African physical sciences teachers' perceptions of new content in a revised curriculum

South African Journal of Education, 2013
This paper reports on South African teachers' perceptions of the educational value of new topics in a revised physical sciences high school curriculum, their content knowledge competency of these topics, and their pedagogical content knowledge in ...
Umesh Ramnarain, David Fortus
doaj  

Students Need More than Content Knowledge To Counter Vaccine Hesitancy. [PDF]

J Microbiol Biol Educ, 2023
Lee SW, Tran S.
europepmc   +1 more source

Unravelling EFL teachers' mastery of TPACK: Technological pedagogical and content knowledge in writing classes. [PDF]

Heliyon, 2023
Abubakir H, Alshaboul Y.
europepmc   +1 more source