The early years of teaching are important for science teachers, but little is known about how teachers develop professionally in their years. This mixed methods study took a longitudinal view the teaching. Following 95 secondary over 5-year period, this examined beliefs, pedagogical content knowledge (PCK), and practices during after induction programming. It drew upon conceptual framework oppo...

The particulate nature of matter is a fundamental concept in science that students lower grades find difficult to understand. Pedagogical content knowledge (PCK) has been identified as germane for addressing topics and it enhances effective learning. purpose this study was capture the quality enacted PCK practising pre-service teachers activate during planning. Data were collected through valid...

The importance of content knowledge on proficiency in teaching practices is well documented (Borko et al., 1992; Shulman, 1986). But is this statement completely unimpeachable? Are there drawbacks for teaching that are specifically due to subject matter expertise? In this paper we draw on evidence from mathematics and language arts education to show ways that advanced knowledge in a content are...

Abstract Reading, at its core, is a basic yet critical way to undertake learning and growth. This paper shares professional development initiative for science educators, which was underpinned by the popularity premise of reading group. In moving from simply being vehicle targeted discussion, group facilitators sought support participants in taking deeper dive into their practice with impact ult...

Abstract There is a recognized need for research on how to teach computer programming in primary schools Sweden grades 4–6 (10–12-year-old pupils). Studies of teaching show the importance teachers’ knowledge content and pedagogy these two parts affect each other (i.e. pedagogical [PCK]). Most teachers have little or no formal education programming, revised Swedish curriculum requires them it. T...

<p>Kajian ini membahas hambatan pencapaian guru dalam jabatan terhadap integrasi teknologi, dengan menggunakan prinsip-prinsip Technological Pedagogical Content Knowledge (TPACK) sebagai kerangka evaluatif. Analisis data berdasarkan interaksi antar komponen inti TPACK mengungkapkan bahwa peserta kesulitan mengembangkan pengetahuan baru. Kurangnya pengalaman pedagogis membatasi pengembanga...