The value of CK, PK, and PCK in professional development programs predicted by the progressive beliefs of elementary school teachers

Abstract

Teachers' professional development (PD) receives a great deal of attention in current educational settings. However, research has shown that many teachers hesitate to attend PD programs. In this study, data were collected from 270 elementary school teachers and were subjected to confirmatory factor analysis and structural equation modeling to examine their intention to attend the weekly PD programs on Wednesday afternoons (PDWAP). The results revealed that the participants value the acquisition of pedagogical content knowledge (PCK) more than they value pedagogical knowledge (PK) and content knowledge (CK) because of the expected usefulness of each for teaching. Moreover, the results of this study have implications for PD program design, and call for a stronger focus on PCK.

Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model

“…Thus, it provides an understanding of the complexity of relationships between students, teachers, content, methods, and technologies [57]. TPACK is known to affect teachers' acceptance and integration of technology [38], [39], [58], and a professional development of TPACK resulted in a positive effect on integrating technology in classrooms [59], [60]. Particularly with TAM, TPACK was found to positively influence PEU and PU [40], [41], [61].…”

Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans

“…Commonly, motivational beliefs are conceptualized as an internal state which activates and guides (teaching) behavior (see Green, 2002;Lauermann, Eccles, & Pekrun, 2017). One central motivational construct which has been considered frequently in teacher education is the expectancy-value theory (e.g., Hwang, Hong, & Hao, 2018;Kale, 2018;Watt & Richardson, 2014). The theory assumes that (teaching) behavior is mostly constrained by self-efficacy beliefs (i.e., individual expectancy to successfully accomplish a task) and the general values which are associated with the task (e.g., utility-value of the task, see Eccles & Wigfield, 2002;Gaspard, Häfner, Parrisius, Trautwein, & Nagengast, 2017).…”

The dataset for validation of factors affecting teachers’ decision to integrate character values into curriculum

“…1 ). Six exogenous are three constructs included in PCK measured from 1 = strongly disagree to 5 = strongly agree are CK (3 items), PK (3 items), and PCK (4 items), adapted from previous academic research [1 , 2] , and three constructs included in teachers' beliefs which are ATT (7 items), SN (5 items), and PBC (7 items)). The last constructs were two endogenous constructs, namely BI (2 items) and TD (5 items) [3] , [4] , [5] .…”