How Valid Are the Content Knowledge and Pedagogical Content Knowledge Test Results of the Teacher Professional Development System in Chile?

Valencia, Edgar; Kluttig, Martha; Rodríguez, Beatriz Páez

doi:10.1007/978-3-030-78390-7_17

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…Thus, the correlation coefficient indicated that the teachers' CK level was closely related to their PCK level, ability to plan phonics instruction teaching, and trial phonics instruction ability. Although Grossman (1989), Shulman (1987), Kaya et al (2022), andValencia et al (2021) pointed out that CK indeed impacts PCK and is the prerequisite for developing PCK, it does not always guarantee a high level of PCK because the latter, as defined by Shulman (1987), is the blending or amalgamation of pedagogy and subject-matter content knowledge, which is known as CK. In other words, PCK includes what a teacher should know in order to teach and the way to teach.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of a Phonics Instructional Guide on the PCK of Teaching Phonics among Pre-service EFL Teachers

Chen,

Wong,

Yin

et al. 2024

WJEL

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Previous studies have revealed that a newly compiled phonics instructional guide was able to improve the content knowledge level of pre-service EFL teachers by 23 per cent. Based on this and to further investigate how this guide indirectly impacted the pedagogical content knowledge of these teachers, a longitude and continuous quantitative study was conducted on the same sample in the same teaching college in China. In total, 140 pre-service EFL teachers were assigned to two equivalent groups as before, namely the experimental (N=70) and control groups (N=70), who conducted a trial phonics instruction and completed self-evaluation questionnaires, respectively. The trial instruction aimed to assess their pedagogical content knowledge of teaching phonics, while the self-evaluation form aimed to investigate their self-perceived competencies and efficacy in phonics instruction. The results indicated that based on the content knowledge they already possessed, the pre-service EFL teachers in the experimental group had higher levels of pedagogical content knowledge and self-perception; in comparison, those in the control group had lower pedagogical content knowledge and self-perception levels. In other words, the linear regression results demonstrated that the content knowledge of pre-service EFL teachers is a reliable predictor of their pedagogical content knowledge and self-perception levels. These findings suggest the necessity of enhancing pre-service EFL teachers’ content knowledge of phonics instruction via the guide to further improve their phonics instruction competency, which forms part of their pedagogical content knowledge.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of a Phonics Instructional Guide on the PCK of Teaching Phonics among Pre-service EFL Teachers

Chen,

Wong,

Yin

et al. 2024

WJEL

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“…Several past studies had proven that most teachers are still unable to master the pedagogical content knowledge component in their respective fields or subjects (Muhamad Hafizan & Anuar, 2017;Valencia et al, 2021). According to Muhamad Hafizan and Anuar (2017), there is also a very significant difference between the knowledge of new teachers with teachers who have experience related to the level of pedagogical content knowledge and effective teaching and facilitation process in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Validation Instrumentation and Measurement of Technological Pedagogical Content Knowledge (TPACK) for Teachers

Kusaini¹,

Mahamod²,

Mohammad³

2022

JSS

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The aim of this study was to develop and verify a questionnaire to evaluate the demand for technological pedagogical content knowledge (TPACK) measurement towards teachers, as there is a demand in the TPACK components domain to amplify their capability in education, such as technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. This study added two new components such as technological pedagogical content knowledge and contextual knowledge. Questionnaire verification was performed through literature review, and content verification was performed by experts, concluded by a factorial and reliability verification. The instrument was implemented with 400 teachers who teach Malay language subject at Secondary school in Malaysia. The verified questionnaire had eight components, and the dependability of the instrument was quantified using Cronbach's alpha coefficient, with a scale comprising eight subscales: technological knowledge (.934), pedagogical knowledge (.963), content knowledge (.967), pedagogical content knowledge (.975), technological content knowledge (.966), technological pedagogical knowledge (.979), technological pedagogical content knowledge (.969), and contextual knowledge (.955). Eight components were analysed using confirmatory factor analysis (CFA) to determine the credibility of the structure. The results showed that the eight-factor variable model fits well and met the requirements of goodness of fit indices (>.90) and RMSEA (<.80). The knowledge and teaching skills possessed by teachers will grow in line with their experience in national education arena. Therefore, the validation of instrumentation was to measure and determine the components of TPACK, which are technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical con-

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Teaching English as a Foreign Language Fantasized about 5G (Is it Okay for Us?)

sarbunan

La²

2021

SSRN Journal

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How Valid Are the Content Knowledge and Pedagogical Content Knowledge Test Results of the Teacher Professional Development System in Chile?

Cited by 3 publications

References 28 publications

Effectiveness of a Phonics Instructional Guide on the PCK of Teaching Phonics among Pre-service EFL Teachers

Effectiveness of a Phonics Instructional Guide on the PCK of Teaching Phonics among Pre-service EFL Teachers

Validation Instrumentation and Measurement of Technological Pedagogical Content Knowledge (TPACK) for Teachers

Teaching English as a Foreign Language Fantasized about 5G (Is it Okay for Us?)

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