Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the U.S. and South Korea: what proxy measures of teacher quality are related to PCK?

Park, Soonhye; Choi, Aeran; Reynolds, Wm. Matthew

doi:10.1080/09500693.2020.1823046

Cited by 16 publications

(18 citation statements)

References 48 publications

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“…Perceived PCK Enactment in Biology The respondents' perceived PCK enactment was influenced by their highest academic qualifications, with diploma holders having lower perceived ePCK than bachelor's degree and master's degree holders, respectively. This finding supports Park et al (2020), who found that teaching certification and teaching at a high school influenced teachers' total PCK scores. This may influence teachers' motivation, creativity, and persistence during the preparation and implementation of lessons.…”

Section: Influence Of Teachers' Academic Qualification and Teaching E...supporting

confidence: 87%

“…The finding that gender did not influence respondents' perceived PCK enactment supports Park et al (2020), who reported no significant difference in teachers' PCK scores based on gender. Furthermore, the findings are similar to Busaka et al (2022), who found that there were no significant differences in the perceptions of male and female teachers.…”

Section: Influence Of Gender and Type Of School On Teachers' Perceive...mentioning

confidence: 55%

“…The findings indicated that teachers used diverse teaching methods and had positive attitudes towards educational technology. In a study related to teachers' PCK levels, Park et al (2020) investigated the proxy indicators of the quality of teachers that best predicted their level of PCK. The sample comprised 166 secondary science teachers from South Korea and the United States.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Shulman (1986) referred to this knowledge as the teacher's pedagogical content knowledge (PCK). Since teachers' PCK has a significant role in achieving students' learning outcomes in science subjects, many researchers have investigated the matter (Behling et al, 2022;Chan et al, 2019;Gess-Newsome et al, 2019;Park et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka

Mapulanga

Nshogoza²,

Ameyaw³

2022

IJLTER

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The pedagogical content knowledge (PCK) of teachers influences students’ achievement of the learning outcomes. This study examined teachers’ perceived enactment of PCK in biology. The quantitative survey design was adopted by using a Likert-scale questionnaire consisting of six components of PCK, namely curricular saliency, students’ prior knowledge, what makes the subject easy or difficult, representations, conceptual teaching strategies, and assessment. Data on teachers’ perceived enacted PCK (ePCK) were collected from 54 biology teachers selected from 14 secondary schools in three districts of Lusaka province. The data were analyzed by computing descriptive and inferential statistics using Statistical Package for the Social Sciences (SPSS) software. The findings revealed that: (a) respondents’ perceived ePCK was high (M = 4.29, SD = .37), (b) respondents’ perceived ePCK was not influenced by gender, teaching experience, and type of school, (c) respondents’ perceived ePCK was influenced by their academic qualifications, (d) the component students’ prior knowledge and misconceptions was the most enacted component, and (e) the component what makes the subject easy or difficult was the least enacted component. The results highlight areas in teachers’ PCK that require enhancement. The study recommends using teacher professional development to enhance teachers’ ePCK in the component what makes the subject easy or difficult to understand. Further research may use larger samples and more data sources to increase the validity of the findings.

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Section: Influence Of Teachers' Academic Qualification and Teaching E...supporting

confidence: 87%

Section: Influence Of Gender and Type Of School On Teachers' Perceive...mentioning

confidence: 55%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka

Mapulanga

Nshogoza²,

Ameyaw³

2022

IJLTER

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“…Penelitian tentang kompetensi teknologi, pedagogi dan konten telah dilakukan oleh beberapa ahli, diantaranya penelitian teoritis dan penelitian survei [5]. Penelitian kompetensi teknologi, pedagogi dan konten juga telah dilakukan di beberapa negara, diantaranya Korea Selatan dan Amerika Serikat [6], Belgia [7], serta Singapura [8].…”

Section: Pendahuluanunclassified

Efek Mediasi Efikasi Diri Komputer pada Pengaruh Daya Dukung Sekolah terhadap Kompetensi Teknologi, Pedagogi, dan Konten Guru Ekonomi

Sidik

Mulyadi²,

Sumartini³

2022

SAP

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Tujuan penelitian ini adalah untuk mengetahui dan menganalisis pengaruh daya dukung sekolah terhadap efikasi diri komputer, pengaruh efikasi diri komputer terhadap kompetensi teknologi, pedagogi dan konten guru, serta pengaruh daya dukung sekolah terhadap kompetensi teknologi, pedagogi dan konten guru dimediasi efikasi diri komputer. Metode penelitian yang digunakan adalah survei eksplanatori dan data dikolektif melalui kuesioner. Guru ekonomi di SMA Negeri Kabupaten Karawang Tahun 2021 sebanyak 68 guru ditentukan sebagai populasi dan sampel jenuh dijadikan sebagai teknik sampel dengan mengambil seluruh populasi. Data dianalisis menggunakan statistika deskriptif dan mediation regression analysis. Hasil penelitian menunjukkan bahwa daya dukung sekolah berpengaruh terhadap efikasi diri komputer dengan kontribusi rendah, efikasi diri komputer berpengaruh terhadap kompetensi teknologi, pedagogi dan konten guru dengan kontribusi rendah serta daya dukung sekolah berpengaruh terhadap kompetensi teknologi, pedagogi dan konten guru dengan kontribusi rendah melalui efikasi diri komputer. Hasil kajian memberikan implikasi bahwa dimasa yang akan datang penelitian kompetensi teknologi, pedagogi dan konten guru akan memiliki fokus pada kajian pengembangan sistem pembelajaran berbasis pada pemanfaatan TIK.

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the U.S. and South Korea: what proxy measures of teacher quality are related to PCK?

Cited by 16 publications

References 48 publications

Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka

Teachers’ Perceived Enacted Pedagogical Content Knowledge in Biology at Selected Secondary Schools in Lusaka

Efek Mediasi Efikasi Diri Komputer pada Pengaruh Daya Dukung Sekolah terhadap Kompetensi Teknologi, Pedagogi, dan Konten Guru Ekonomi

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

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