Results 191 to 200 of about 14,914 (210)

Editorial: Innovations in teaching and learning: international approaches in developing teacher education and curriculum for the future. [PDF]

Front Psychol
Talvio M, Ferreira M, Meda L.
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Lecturers' teaching competencies towards improving teaching and learning process in universities in Tanzania: Students' perspectives. [PDF]

Heliyon
Rubeba AM.
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Mapping the relationship and influence of school internal factors with an eye towards students' science academic outcomes. [PDF]

Heliyon
Zafeer HMI, Maqbool S, Rong Y, Maqbool S.   +3 more
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Making PCK Explicit—Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom

International Journal of Science Education, 2015
One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching
Pernilla Nilsson, Anna Vikström
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Pedagogical Content Knowledge (PCK)

2014
Lee Shulman (1986) who proposed the concept of PCK, describes it as teachers’ understanding of “the most useful forms of representation of the most powerful analogies, illustrations, examples, explanations, and demonstrations – in a word, the ways of representing and formulating the subject … that make it comprehensible to others” ( p. 9).
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Mathematics university teachers' perception of pedagogical content knowledge (PCK)

International Journal of Mathematical Education in Science and Technology, 2015
Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this paper
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Technological Pedagogical Content Knowledge (TPACK) and Neuroscience for Pedagogical Content Knowledge (PCK)

Teaching is a complicated task that requires an interweaving of many kinds of specialized knowledge. It is ill structured that needs teachers to apply complex knowledge. Effective teaching requires teachers to have integrated knowledge from different domains including technology and the brain.
Lorna Uden, Fauziah Sulaiman
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Identifying pedagogical content knowledge (PCK) in the chemistry laboratory

Chem. Educ. Res. Pract., 2005
This study was carried out in the chemical teaching laboratory with new graduate students while they were guided to develop pedagogical content knowledge, PCK. PCK is expertise that demonstrates a combined knowledge of pedagogy and disciplinary subject matter; since chemistry is the discipline, the abbreviation, PChK, is used.
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Pedagogical Content Knowledge (PCK) and Assessment Practices

This study explores the impact of Pedagogical Content Knowledge (PCK) on assessment practices and their subsequent influence on student learning outcomes. Through case studies of three educators—Ms. Sarah Thompson at Lincoln Middle School, Mr. David Martinez at Crestwood High School, and Ms.
Mohit Yadav, Ashutosh Pandey, Ajay Chandel, Ta Huy Hung   +3 more
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Teacher Representations of Pedagogical Content Knowledge (PCK) in Biology Classroom

2023
International Journal of Science Education and Teaching (IJSET), 2, 2, 114 ...
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