Results 251 to 260 of about 8,001,132 (295)

Measurement of pedagogical content knowledge

Proceedings of the 8th Workshop in Primary and Secondary Computing Education, 2013
Almost 30 years ago, Shulman categorized the knowledge of teachers by several categories including the pedagogical content knowledge (PCK): "It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented and adapted to the diverse interests and abilities of learners ...
Laura Ohrndorf, Sigrid E. Schubert
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Pedagogical integrity in the knowledge economy

Nursing Philosophy, 2004
Abstract In pedagogy, as in life generally, there are moral complexities and ambiguities intrinsic to the teaching–learning process. Within the context of the knowledge economy and globalization those complexities and ambiguities are proliferating. How we as educators address the interface between these complexities is critical to how well we and those
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Pedagogical Content Knowledge

2017
In this chapter we explore an important dimension of teacher knowledge, called pedagogical content knowledge (PCK). PCK is specialised knowledge about the content to be taught possessed only by teachers.
Marissa Rollnick, Elizabeth Mavhunga
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Teachers’ pedagogical knowledge and assessment literacy

2023
Over the course of the past several decades, pedagogical knowledge base for L2 writing teachers and assessment literacy have been widely researched. The present study reviews the related literature, reports the theoretical framework, and presents specific components of L2 writing assessment literacy of both early career and more experienced teachers ...
Deborah Crusan, Ali Panahi, Hassan Mohebbi   +2 more
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Pedagogical Content Knowledge in Teaching Material

Journal of Educational Computing Research, 2012
The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a research instrument to examine three high school computer science textbooks, with special focus on ...
Saeli, M., Perrenet, J.C., Jochems, W.M.G., Zwaneveld, B.   +3 more
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Technological pedagogical content knowledge – a review of the literature

Journal of Computer Assisted Learning, 2012
AbstractTechnological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of
Joke Voogt, Petra Fisser, Natalie Pareja Roblin, Jo Tondeur, Johan van Braak   +4 more
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Influence of Academic and Professional Qualifications on the Content Knowledge, Pedagogical Knowledge and Pedagogical Content Knowledge of Lecturers

Curriculum and Teaching
This article examined influences of academic and professional qualifications on the content knowledge, pedagogical knowledge and pedagogical content knowledge of lecturers. Research findings demonstrated no statistically significant influence of academic and professional qualifications on lecturers’ PCK. Based on academic and professional credentials,
Eric Mensah, Georgina Attachie
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Pedagogical Content Knowledge

2014
At the October 2012 PCK Summit in Colorado Springs, USA, a group of international scholars met to share definitions, applications, and interpretations of the construct of pedagogical content knowledge (PCK). The following description was proposed by one of the discussion groups and adopted by consensus: PCK is “defined as a personal attribute of a ...
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Pedagogical Content Knowledge

The International Journal of Learning: Annual Review, 2008
Fadzilah Abd Rahman, Jon Scaife
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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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