Pedagogical Content Knowledge (PCK)

The purpose of this chapter is to explore and analyze the kind of knowledge curriculum integration (CI) required of teachers and how teacher education should be developed to prepare teachers better for CI. The chapter is organized as follows: first, the concept of CI is briefly introduced in the context of the Finnish curriculum for comprehensive schools. Then Lee Shulman's theory of teachers' knowledge is discussed and applied to the framework of CI to identify the challenges teachers may face in implementing it. Finally, implications for teacher education are suggested based on the current challenges identified in the Finnish context.

The purpose of this study is to evaluate the subject matter courses of the social studies teaching undergraduate program according to the teachers' subject matter competencies and by this way, to show the level of harmony in terms of subject matter between the undergraduate program and the curriculum of the course. The main point of our study is the social studies course for 7th grade secondary school and teachers who graduated from social studies teaching undergraduate program. In our study, document analysis was carried out in order to compare social studies undergraduate program with social studies course curriculum. Firstly, the distribution of the courses in the YOK (High Education Board) social studies undergraduate program is graphed as subject matter, professional knowledge and general culture courses. The 7th grade social studies curriculum was then subjected to content analysis, considering the dimensions of learning domain, achievements and explanations. The undergraduate program field information courses, which may be related to the achievements has been appointed and a table has been created by writing the undergraduate course related to each learning domain. The undergraduate program courses were identified as they are mostly related with the achievements of the 7 learning domains in the 7th grade social studies curriculum. Teacher interview form in which teacher opinions were received and the expert interview form in which expert opinions were received are based on the questions which are prepared from these datas. For this purpose, an interview form, which was approved by 5 education specialists, was presented to 15 social studies teachers and the data was collected via e-mail. In addition, the interview form, which includes questions about the undergraduate program and teachers' subject matter competency and was approved by 5 education specialists, was presented to 6 specialists on the social studies education field and the datas were collected via face-to-face interviews. The collected datas were analysed in terms of qualitative research methods such as interview, document review and qualitative data analysis techniques. While 7 of the 15 interviewed teachers find undergraduate education sufficient in terms of building the field information competency, 7 of them finds it insufficient. Only one teacher stated that undergraduate education was partly sufficient in terms of subject matter competency. Following results were obtained when teachers were asked about the courses they did not find necessary from the point of students' achievements: While 9 of the 15 teachers specify the courses that they find unnecessary, 6 of them find all courses necessary. At he top of unnecessary courses is Economics courses which were mentioned 3 times by the teachers. Another issue affecting the level of teachers' benefits on the field information courses was that we asked the experts about this because we know that the instructors can change depending on the way they teach the lesson and the criteria they take into consideration when determining the scope and content of the courses. According to the facts we obtained in the direction of this question, we reached the conclusion that when determining the scope and content of the courses. the experts mostly based on the definitions of the courses by YOK and the scope and content of the central examination (KPSS-OABT-ALES). Besides, experts generally follow YOK, central examinations and teachers' competencies by MEB (Ministry of Education), they also mentioned other criteria. As it is understood from this, there is no standard criterion that academicians use when determining the scope and content of the courses. The internet is at the top of the sources that teachers benefit while determining the content of the courses, it is followed by the course book, then the guide book, slides and supplementary sources. Undoubtedly, another factor, which is the main structure of undergraduate education and influenced the experts and teachers during the process, was the distribution of the courses in undergraduate education according to the fields. According to experts, the prominent fields for teacher candidates are subject matter, professional knowledge and general culture. At the end of the research, it was concluded that teachers found undergraduate education to be deficient in some

The current research study investigates the perceived adoption of didactical strategies and how this adoption is related to student teachers' cognitions; i.e. student teachers' pedagogical beliefs and self-efficacy beliefs. A sample of 250 student teachers enrolled in masters in education from two largest universities of Pakistan participated in the study. The respondents filled out survey instruments related to their perceived adoption of didactical strategies, pedagogical beliefs and self-efficacy beliefs. The main findings of the study includes (i) an overall weak adoption of the different types of didactical strategies by student teachers, and (ii) a significant positive relationship found in the perceived adoption of didactical strategies and student teachers' cognitions. The results suggest a critical need for the continuous professional development of teacher educators in ITE institutes in Pakistan. Also there are clear recommendations for the curriculum developers and educational policy makers to put forward benchmarking exercises on regular basis.

In peer-to-peer content distribution the lack of a central authority makes authentication difficult. Without authentication, adversary nodes can spoof identity and falsify messages in the overlay. This enables malicious nodes to launch man-in-the-middle or denial-of-service attacks. In this paper, we present a trust based content distribution for peer-to-peer overlay networks, which is built on the trust management scheme. The main concept is, before sending or accepting the traffic, the trust of the peer must be validated. Based on the success of data delivery and searching time, we calculate the trust index of a node. Then the aggregated trust index of the peers whose value is below the threshold value is considered as distrusted and the corresponding traffic is blocked. By simulation results we show that our proposed scheme achieves increased success ratio with reduced delay and drop.

Resumo
O conhecimento pedagógico do conteúdo (PCK, do inglês pedagogical content
knowledge) é o conhecimento usado pelos professores no processo de ensino, que
o distingue de um especialista da matéria e é desenvolvido pelos professores ainda
durante a formação inicial. Neste trabalho investigaram-se sete licenciandos em
química durante o estágio supervisionado. Os dados foram coletados a partir do
instrumento CoRe (representação de conteúdo), planos de aulas, registros audiovisuais
das regências e diários de bordo. A análise considerou categorias pré estabelecidas
na literatura de estágios de desenvolvimento do professor. O grupo 1 de licenciandos
encontra-se no primeiro estágio (Iniciante) enquanto o grupo 2 foi caracterizado
no segundo estágio (Iniciante avançado). Apresentam-se algumas evidências de
que o desenvolvimento do PCK de professores iniciantes ocorre por integração dos
conhecimentos base. No caso deste estudo, os licenciandos estão ainda em fase de
amadurecer seu conhecimento de conteúdo, muito embora apresentem alguns flashes
dos demais conhecimentos componentes do PCK.
Palavras-chave: conhecimento pedagógico do conteúdo, formação de professores,
ensino de química, estágio supervisionado.
Abstract
The pedagogical content knowledge (PCK) is the knowledge used by teachers during
the teaching process. It is the knowledge which distinguishes the teacher of a discipline from the specialist and this knowledge can be built during training program. In this
paper we investigate seven pre-service chemistry teachers during pre-service training.
Data were collected from CoRe (content representation), lesson plans, audiovisual
record of chemistry classes and reflections. For data analysis we used categories pre
developed in the literature and the teacher development stages. Group 1 is in the first
stage (beginners) while group 2 is in the second stage (advanced beginners). Our
research presents some evidence that beginner teachers develop their PCK based on
an integrative model. In this study the pre-service teachers are still developing their
content knowledge, even though we could see some flashes from the PCK components.
Key words: pedagogical content knowledge, teacher education, chemical education,
pre-service training.

Pedagogical Content Knowledge (PCK) is generally accepted to be necessary for teachers to deliver quality instructions and promote significant learning among pupils. Thus, research on Teachers' PCK is highly relevant. Although there have been numerous researches exploring PCK in different areas such as Mathematics, Science and Language Education, limited studies have been conducted focusing on Teachers' PCK in Music Education. This study examined the pedagogical content knowledge in music education among public elementary teachers in the District of Mariveles, Bataan, SY 2019-2020. In addition, this study also investigated the challenges faced by teachers in teaching music. Descriptive research design was utilized, and data were obtained through questionnaire and interview from 54 elementary teachers who were selected purposively. Gathered data were encoded and analyzed in SPSS using frequency, percentage and mean for descriptive data. One-Way ANOVA was used to identify significant variations on teachers' pedagogical content knowledge in music when respondents were grouped by profile. Significant findings of the study revealed that that respondents have insufficient knowledge on the content and pedagogy of music in the elementary level. Data further divulged that teachers' lack of knowledge on the subject, the negative attitude of pupils towards the subject, lack of facilities, and lack of teaching resources/materials were the main challenges faced by teachers in teaching music. Lastly, it was found that teachers' content knowledge in music varied significantly when they were grouped based on the number of relevant seminars and trainings they attended. Also, teachers' pedagogical knowledge in music was found to have significant variations when they were grouped based on the specialization and number of relevant seminars and trainings they attended.

Technological 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 technology, and that teachers who want to integrate technology in their teaching practice therefore need to be com- petent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Impli- cations of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both deter- mine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the develop- ment of TPACK in (student-)teachers. Future directions for research are discussed.

The initiatives to introduce Computer Science as a manda- tory subject in K-12 in the U.S. (CSForAll), the U.K. (CAS), or Australia mean that thousands of new teachers will need to be trained both through inservice professional develop- ment and preservice teacher preparation. In order to exam- ine the success of these efforts to train new computer science teachers requires computer science education researchers to evaluate the development of knowledge to teach computer science, i.e. pedagogical content knowledge. To date, we know little about how computer science pedagogical content knowledge looks like and how to assess it. This paper re- ports results from a qualitative analysis of computer science teachers’ responses to teaching vignettes about students’ un- derstanding of programming constructs. The responses were evaluated using qualitative text analysis and commonalities are presented. In future research, the teachers’ knowledge related to programming errors will be investigated on the ba- sis of a survey developed from the answers of the presented study.

After the introduction of one of the professional knowledge bases for effective teaching by Professor Lee S. Shulman of Stanford University in 1985, i.e. “pedagogical content knowledge” (PCK) (representation of subject matter in such a form easily accessible to the learners in given context), worldwide ample works have been carried out in PCK conceptualisation especially in science education (Abell 2007; Bishop & Denley 2007; Cochran, King, & DeRuiter, 1991 & 1993; Carlsen, 1999; Geddis, 1993; Geddis & Wood, 1997; Gess-Newsome, 1999; Grossman, 1990; Gudmundsdottir & Shulman, 1987; Hashweh, 2005; Loughran, Berry, & Mulhall, 2012; Magnusson, Krajcik & Borko, 1999; Mavhunga, 2012; Mavhunga & Rollnick, 2013;Morine-Dershimer & Kent, 1999; Park et al., 2007, 2008, 2015, & 2017; Rollnick et al., 2008 & 2011; Schmelzing et al. 2013; Shulman, 1986 & 1987; Smith & Neale, 1989; Smith & Banilower, 2015; Tamir, 1988; Veal & MaKinster, 1999) along with the work accomplished in those two “PCK Summit” (2012 & 2016), where “consensus model” (CM) and “refined consensus model” (RCM) of PCK were developed respectively (Berry, Friedrichsen, & Loughran, 2015; Hume, Cooper, & Borowski, 2019). Present study tried to trace and represent the evolutionary pattern of science PCK conceptualisation in terms of major findings and contributions through critical and extensive review of several related studies including research articles, book chapters and theses from PCK’s origin to present scenario, i.e. 1985 to 2019.
Key Words: Pedagogical content knowledge (PCK), Professional knowledge base, PCK conceptualisation, Science education PCK Summit, Consensus model (CM), Refined consensus model (RCM)

Since its inception 30 years ago, Shulman’s Pedagogical Content Knowledge (PCK) has fundamentally altered the landscape of teacher preparation. Despite its prominence in the field, the paradigm fails to delineate a space for the role of social justice in classroom practices and teacher preparation. Accordingly, we complicate the relationship between PCK and equitable teaching practices by forwarding Social Justice Pedagogical and Content Knowledge (SJPACK), a theoretical model segmented into three knowledge domains: Social Justice Knowledge, Social Justice Pedagogical Knowledge, and Social Justice Content Knowledge. Because all instructional maneuvers are politically charged and therefore never neutral, SJPACK advances Social Justice Knowledge as the foundational knowledge domain that permeates and shapes all PCK practices. Consequently, the framework posits that PCK can never be siloed from Social Justice Knowledge. Implications for SJPACK-oriented teacher preparation are discussed

With the revision of the South African curriculum stoichiometry is taught in Grade ten and eleven and examined in the final matriculation examinations. Learner performance in these questions is generally poor with recommendations that stoichiometry be taught more thoroughly by South African teachers in Grade 10 and 11 and that teachers require professional development in this topic.  This study aimed at developing instruments to measure the quality of teachers’ topic-specific pedagogical knowledge and stoichiometric content knowledge, since content knowledge is considered as a key component in the development of pedagogical content knowledge. Since the concept of pedagogical content was first introduced as a type of knowledge used by teachers to transform their content knowledge into forms that are understood by learners many models and much research into its nature, capturing and measurement has been constructed. Currently pedagogical content knowledge is viewed as a both topic-specific professional knowledge and classroom practice that work together to improve learner understanding of a topic. The focus of this study is on the knowledge aspect of pedagogical content knowledge and the transformation content knowledge through pedagogical reasoning through five knowledge components. These knowledge components include learner prior knowledge, curricular saliency, what makes the topic easy or difficult to understand, representations and conceptual teaching strategies. Reasoning through these five components, it is postulated develops a teachers pedagogical knowledge. This model is referred to as topic-specific pedagogical content knowledge and was the theoretical framework for this study. The design of the instruments followed the rational method for instrument design and was a rigorous process that included framing the big ideas, or unifying principles for teaching stoichiometry. This required an argument for a refined conception of the mole to determine a curricular salient teaching approach for teaching stoichiometry. Since the aim of this study was instrument design, with both qualitative and quantitative aspects a mixed methods approach was used. The designed instruments were validated with a small purposeful sample of practising Grade 11 Physical Sciences teachers and the Rasch statistical model was used to instruments validity and reliability. The Rasch analysis determined that a valid and reliable topic-specific pedagogical content knowledge was developed, adding to literature of the topic-specificity of topic-specific content knowledge as a construct. The Content Knowledge Achievement Instrument was also determined to be a valid instrument to measure stoichiometric content knowledge but yielded only moderate reliability indices. The instruments were used to determine the quality of the participants’ topic-specific pedagogical content knowledge, the participants’ conception of the mole and the quality of the participants’ stoichiometric content knowledge. The quality of the participants’ topic-specific pedagogical content knowledge ranged between basic pedagogical content knowledge and developing pedagogical content knowledge. More than half of the respondents that participated in this study held conceptions of the mole that are inconsistent with the SI definition of the mole. Most of the participants demonstrated a high level of content knowledge despite their conceptions of the mole which generally impacts on their teaching approach, which was found to be mainly algorithmic with a focus on stoichiometric calculations. The relationship between the participants’ measured topic-specific pedagogical content knowledge and content knowledge was shown to be weakly positive and requires further investigation. The findings of this study suggest that the instruments could be used to measure teachers’ topic-specific pedagogical content knowledge and content knowledge in stoichiometry to identify areas for in-service training, or in pre-service training programmes to develop pedagogical content knowledge and, ultimately improve learner performance in the topic of stoichiometry.

Penelitian ini bertujuan untuk mendapatkan data empiris tentang efektivitas penggunaan CoRes dan PaPeRs dalam mengembangkan PCK guru Biologi pada materi Jamur. Penelitian ini merupakan analisis deskriptif kegiatan pembelajaran Biologi pada salah satu SMA di Kota Bandung. Topik pelajaran yang dibahas adalah ciri Jamur. Metode pengumpulan data yang digunakan adalah observasi proses pembelajaran dengan menggunakan video. Fokus video penelitian ini adalah menangkap interaksi antara guru dan siswa. Analisis transkipsi video dilakukan secara manual. Hasil penelitian menunjukkan penggunaan CoRes dan PaPeRs sangat efektif dalam mengembangkan PCK guru maupun proses pembelajaran sesuai dengan RPP berdasarkan Kurikulum 2013 yang telah direncanakan. Dengan adanya CoRe dan PaP-eRs, guru bisa mengantisipasi segala kesulitan yang akan timbul ketika pelaksanaan pembelajaran, sehingga guru dapat menyiapkan terlebih dahulu rencana lainnya untuk digunakan dalam pembelajaran dengan mempertimbangkan segala kemungkinan yang dapat terjadi. Guru dapat mengevaluasi sendiri mengenai hasil dari pembelajaran yang telah dilaksanakan, sehingga bisa menjadi pengalaman dan perbaikan (feedback) bagi guru untuk pembelajaran selanjutnya. Banyak kekhawatiran para guru bahwa implementasi Kurikulum 2103 pada pembelajaran akan sangat memberatkan, seperti integrasi pengalaman belajar 5M dan penggunaan teknologi  sebagai media dan sumber belajar. Akan tetapi, enelitian ini membuktikan bahwa penerapan Kurikulum 2013 disertai pengembangan PCK justru membuat pembelajaran lebih bermakna bagi siswa dan tidak membebani bagi guru.
Keywords : Kurikulum 2013, PCK, CoRe, PaPeRs, Jamur.