نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
The purpose of this study is to identify and examine the components of personal knowledge of content pedagogy, which provides an important role in understanding and educational orientation of educators in real classroom situations. In this study, a qualitative approach was used and eleven teachers were selected in a purposeful manner. Data were collected and analyzed through interviews and class observations, simultaneously. Findings showed that the elements and components of personal knowledge of educators' content pedagogy include five main components: "purpose of content pedagogy", "content realm", "content and pedagogy", "content and curriculum" and "content and evaluation". Based on the interpreters' interpretation of the identified components, the educators were divided into two groups: discipline-oriented and context-oriented. Discipline-oriented educators believe that content pedagogy does not have complex dimensions and its purpose is how to reread the subject (textbooks).
کلیدواژهها English
Alonzo, A. C, Berry, A, & Nilsson, P. (2019). Unpacking the complexity of science teachers’ PCK in action: Enacted and personal PCK.In Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 271-286). Springer, Singapore.
Andrews, S. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language awareness, 10(2-3), 75-90.
Azam, S. (2020). Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1907.
Bullough Jr, R. V. (2001). Pedagogical content knowledge circa 1907 and 1987: A study in the history of an idea. Teaching and teacher education, 17(6), 655-666
Deng, Z. (2017). Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge. Teaching and Teacher Education
Doyle, A. Seery, N. Gumaelius, L. Hartell, E. & Canty, D. (2018). Reconceptualising PCK Research in D&T Education: Proposing a Methodological Framework. In Pupils Attitudes Towards Technology (PATT36) (pp. 363-370).
Großschedl, J., Welter, V., & Harms, U. (2019). A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI. Journal of Research in Science Teaching, 56(4), 402-439.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
Hume, A., Cooper, R., & Borowski, A. (Eds.). (2019). Repositioning pedagogical content knowledge in teachers' knowledge for teaching science. Singapore: Springer.
Karaman, A. (2012). The place of pedagogical content knowledge in teacher education. Atlas Journal of Science Education, 2(1), 56-60.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Examining pedagogical content knowledge (pp. 95-132). Springer, Dordrecht.
Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3-11
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110.
