A Review of Teacher Self-Efficacy, Pedagogical Content Knowledge (PCK) and Out-of-Field Teaching: Focussing on Nigerian Teachers

Pedagogical Content Knowledge (PCK) of Geography Teachers’ and its Effect on Self-efficacy and Teacher Effectiveness in West Bengal, India

“…Values of the mean scores indicated that, teachers having high PCK slightly higher levels of self-efficacy than teachers having moderate and low PCK in geography. Similar result recorded by [3,4,11]. On the other hand the mean scores also indicated that, teachers having high PCK slightly higher levels of teacher effectiveness than teachers having low PCK in geography [4,12,13].…”

Examination of the Relationship between Prospective Teachers’ Occupational Anxiety and Technological Pedagogical Content Knowledge by Canonical Correlation

“…When technology is included in teaching, it can be said that technological pedagogical content knowledge is necessary (Lee & Tsai, 2010). TPACK is not only important in the classroom but is also necessary for teachers to improve themselves professionally and it is clear that it is essential for all teachers (Kola & Sunday, 2015). However, teachers and prospective teachers have anxiety when they feel that they are inadequate to have all the information they need to do better and feel a lack of confidence in their profession (Beyhan, Bariseri & Sisman, 2018).…”

Improving Students’ Academic Achievements in Secondary Schools Economics Classes: The Role of Demographic Characteristics and Teachers’ Knowledge

“…The findings were also in consonance with the findings of Luketero and Kangangi (2019), Kapur (2018), Olufemi, Adediran and Oyediran (2018) who maintained that: teachers factors (such as teachers' PCK, knowledge of students' conception (that is, motivating students regularly), knowledge of educational contexts); school factors (such as the availability of school resources and class size) and students factors (that is, the attitude of students, indecent dressing and poverty) were the fundamental factors that influenced students' achievement in schools. These findings were equally supported by Nkom, (2008); Schug, Dieterle, and Clark (2009); Wemnje, (2013); Akuro, (2015); Alobwede, (2015) as well as Kola and Sunday (2015) findings on teachers' knowledge which accentuated that the several key elements of PCK were the root behind successful instruction in core subject areas.…”

“…Employing Pedagogical Content Knowledge (PCK) theory of Shulman (1987), Kola and Sunday (2015) lays emphasis on the fact that, PCK embodied a unique form of teacher professional knowledge. According to them, PCK is specifically for professional teachers because it guides the teachers' actions when dealing with the subject matter in the classroom.…”