Exploring Pedagogical Content Knowledge of Teachers: a Paradigm For Measuring Teacher’s Effectiveness
Keywords:
Pedagogy, Content Knowledge, Pedagogical Content Knowledge, Teacher’s Effectiveness, Teacher Education
Abstract
When considering the present and the future of education, it is hard to ignore the importance of teachers' subject-matter expertise. Educators' pedagogical content knowledge (PCK) is crucial to the development of effective teaching practises and the implementation of effective curricula. Since PCK permits the integration of content and pedagogy, it has the potential to have a profound and long-lasting effect on students' academic performance. For educators to do their jobs well, they need to have a firm grip of relevant information, concepts, principles, and methods. This understanding will serve as a guide for appropriate pedagogical thinking and decision making. The pedagogical content knowledge (PCK) that is part of both the art and science of teaching, however, can be difficult to understand and evaluate. Classroom observations, content representations (CoRes), pedagogical and professional experience registries (PaP-eRs), structured and semi-structured interviews, stimulated recall interviews, artefacts from teachers' tasks, concept mapping, reflective journals, tests, and lesson observations are just a few of the complex and specialised procedures required to measure PCK. Paper and pencil assessments have been hailed as a potentially useful instrument for determining PCK due to the fact that they are a trustworthy, objective, and valid procedure that may be utilised with a greater volume of samples. The easiest way to obtain PCK data for triangulation purposes from several sources is to use a combination of these approaches.
References
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Chapoo, S., Thathong, K., & Halim, L. (2014). Understanding Biology Teacher’s Pedagogical Content Knowledge for Teaching “The Nature of Organism”. Procedia -Social and Behavioral Sciences, 116, 464–471. https://doi.org/10.1016/j.sbspro.2014.01.241Coetzee, C., Rollnick, M., & Gaigher, E. (2022). Teaching Electromagnetism for the First Time: a Case Study of Pre-service Science Teachers’ Enacted Pedagogical Content Knowledge. Research in Science Education, 52(1), 357–378. https://doi.org/10.1007/s11165-020-09948-4Cooper, R., Loughran, J., & Berry, A. (2015). Science teachers’ PCK: Understanding sophisticated practice. In Re-examining pedagogical content knowledge in science education(pp. 60–74). Routledge.Council, N. R. (2013). Next generation science standards: For states, by states.Darling-Hammond, L. (2000). Teacher Quality and Student Achievement. Education Policy Analysis Archives, 8, 1. https://doi.org/10.14507/epaa.v8n1.2000Dimitriadis, C. (2012). How Are Schools in England Addressing the Needs of Mathematically Gifted Childrenin Primary Classrooms? A Review of Practice. Gifted Child Quarterly, 56(2), 59–76. https://doi.org/10.1177/0016986211433200Garritz, A., & Ortega-Villar, N. A. (2012). Interview and content representations for teaching condensed matter bonding: An affective component of PCK. NARST-2012.Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In Re-examining Pedagogical Content Knowledge in Science Education(pp. 38–52). Routledge. https://doi.org/10.4324/9781315735665-8Hashim, A., Saili, J., & Noh, M. A. C. (2015). The Relationship between Pedagogical Content Knowledge and al-Quran Tajweed Performance among Students KKQ in Malaysia. Procedia -Social and Behavioral Sciences, 197, 1530–1537. https://doi.org/10.1016/j.sbspro.2015.07.106Jüttner, M., & Neuhaus, B. J. (2012). Development of Items for a Pedagogical Content Knowledge Test Based on Empirical Analysis of Pupils’ Errors. International Journal of Science Education, 34(7), 1125–1143. https://doi.org/10.1080/09500693.2011.606511Kanter, D. E., & Konstantopoulos, S. (2010). The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry-based practices. Science Education, 94(5), 855–887. https://doi.org/10.1002/sce.20391Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041. https://doi.org/10.1016/j.tate.2006.04.022Kratz, J., & Schaal, S. (2015). Measuring PCK –Discussing the Assessment of PCK-related Achievement in Science Teacher Training. Procedia -Social and Behavioral Sciences, 191, 1552–1559. https://doi.org/10.1016/j.sbspro.2015.04.289Kultsum, U. (2017). The Concept of Pedagogical ContentKnowledge (PCK): Recognizing the English Teachers’ Competences in Indonesia. Proceedings of the 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017). Paris, France: Atlantis Press. https://doi.org/10.2991/icirad-17.2017.11Lavy, V. (2016). What Makes an Effective Teacher? Quasi-Experimental Evidence. CESifo Economic Studies, 62(1), 88–125. https://doi.org/10.1093/cesifo/ifv001Liu, S., & Meng, L. (2009). Perceptions of teachers, students and parents of the characteristics ofgood teachers: a cross-cultural comparison of China and the United States. Educational Assessment, Evaluation and Accountability, 21(4), 313–328. https://doi.org/10.1007/s11092-009-9077-zLoughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing scienceteachers’ pedagogical content knowledge(Vol. 12). Springer Science & Business Media.
Loughran, J. J. (2004). A history and context of self-study of teaching and teacher education practices. International Handbook of Self-Study of Teaching and Teacher Education Practices, 7–39.Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring Pedagogical Content Knowledge in Science Teacher Education. International Journal of Science Education, 30(10), 1301–1320. https://doi.org/10.1080/09500690802187009Lumpe, A. T. (2007). Application of Effective Schools and Teacher Quality Research to Science Teacher Education. Journal of Science Teacher Education, 18(3), 345–348. https://doi.org/10.1007/s10972-007-9042-yMagnusson, S., Krajcik, J., & Borko, H. (1999). Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching. Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education, 95–132.Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Ascd.Mehta, J., & Doctor, J. (2013). Raising the Bar for Teaching. Phi Delta Kappan, 94(7), 8–13. https://doi.org/10.1177/003172171309400703Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of The Art –Teacher Effectiveness and Professional Learning. School Effectiveness and School Improvement, 25(2), 231–256. https://doi.org/10.1080/09243453.2014.885451Ojukwu, O., Patel, D., Stephenson, J., Howden, B., & Shawe, J. (2016). General practitioners’ knowledge, attitudes and views of providing preconception care: a qualitative investigation. Upsala Journal of Medical Sciences, 121(4), 256–263.Okorie, E. U., & Akubuilo, F. (2013). Towards improving quality of education in chemistry: an investigation into chemistry teachers’ knowledge of chemistry curriculum. International Journal of Emerging Science and Engineering, 9(1), 30–34.Padilla, K., Ponce‐de‐León, A. M., Rembado, F. M., & Garritz, A. (2008). Undergraduate Professors’ Pedagogical Content Knowledge: The case of ‘amount of substance’. International Journal of Science Education, 30(10), 1389–1404. https://doi.org/10.1080/09500690802187033Park, E. J. (2015). Impact of Teachers’ Overcoming Experience of Threshold Concepts in Chemistry on Pedagogical Content Knowledge (PCK) Development. Journal of the Korean Chemical Society, 59(4), 308–319. https://doi.org/10.5012/jkcs.2015.59.4.308Park, S., & kyung Suh, J. (2015). From portraying toward assessing PCK: Drivers, dilemmas, and directions for future research. In Re-examining pedagogical content knowledge in science education(pp. 104–119). Routledge.Park, S., & Oliver, J. S. (2008). Revisitingthe Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Research in Science Education, 38(3), 261–284. https://doi.org/10.1007/s11165-007-9049-6Pinamang, I., & Cofie, P. O. (2017). Pre-service teachers’ content knowledge and pedagogical content knowledge in teaching geometric transformation. African Journal of Educational Studies in Mathematics and Sciences, 13, 63–70.Rollnick, M. (2017). Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development. Research in Science Education, 47(4), 833–868. https://doi.org/10.1007/s11165-016-9530-1Roth, K. J., Wilson, C. D., Taylor, J. A., Stuhlsatz, M. A. M., & Hvidsten, C. (2019). Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science. American Educational Research Journal, 56(4), 1217–1253. https://doi.org/10.3102/0002831218814759Schmelzing, S., van Driel, J. H., Jüttner, M., Brandenbusch, S., Sandmann, A., & Neuhaus, B. J. (2013). Development, Evaluation, and Validation Of A Paper-And-Pencil Test For Measuring Two Components Of Biology Teachers’ Pedagogical Content Knowledge Concerning The “Cardiovascular System”. International Journal of Science and Mathematics Education, 11(6), 1369–1390. https://doi.org/10.1007/s10763-012-9384-6Seidel, T., & Shavelson, R. J. (2007). Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results. Review of Educational Research, 77(4), 454–499. https://doi.org/10.3102/0034654307310317Shulman, L. (1987). Knowledge and Teaching:Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411Stronge, J. H. (2018). Qualities of Effective Teachers. Ascd.Van-Driel, J. H., & Berry, A. K. (2017). Developing Pre-service Teachers’ Pedagogical Content Knowledge. The SAGE Handbook of Research on Teacher Education, 2, 561–576.Williams, J., & Ritter, J. K. (2010). Constructing new professional identities through self‐study: from teacher to teacher educator. Professional Development in Education, 36(1–2), 77–92. https://doi.org/10.1080/19415250903454833Yusri, G., Rahimi, N. M., Shah, P. M., Wah, W. H., & Hassan, A. T. (2012). Penggunaan Strategi Belajar Bersama Rakan dalam Kalangan Pelajar Kursus Bahasa Arab di Universiti Teknologi Mara (UiTM). Journal of Educators & Education/Jurnal Pendidik Dan Pendidikan, 27.Zhou, S., Wang, Y., & Zhang, C. (2016). Pre-Service Science Teachers’ PCK: Inconsistency of Pre-Service Teachers’ Predictions and Student Learning Difficulties in Newton’s Third Law. EURASIA Journal of Mathematics, Science and Technology Education, 12(3). https://doi.org/10.12973/eurasia.2016.1203a
Published
2023-04-27
How to Cite
Tawa Ahmed, A., & Olayinka Shogbesan, Y. (2023). Exploring Pedagogical Content Knowledge of Teachers: a Paradigm For Measuring Teacher’s Effectiveness. Pedagogi: Jurnal Ilmu Pendidikan, 23(1), 64-73. https://doi.org/https://doi.org/10.24036/pedagogi.v23i1.1540
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