In teacher education, general pedagogical and psychological knowledge (PPK) is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge (PCK) and general PPK with respect to knowledge application. Integration...

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogic...

Instructional models for pre-service teachers usually are split between content courses and pedagogical courses and the learners are expected to develop the pedagogical content knowledge (PCK) on their own during their practical experience in teaching. Metacognitive strategies are often used in the pedagogical courses, but not in the content courses. This study investigated how the use of metac...

English teachers need continuous professional development programs but the problem is that, at least in Iranian EFL context, either teacher trainers have almost no time for such programs or running such programs is not cost effective; therefore, a more practical way out of this problem is for the teachers themselves to discuss pedagogical issues in online peer-to-peer settings. The main purpose...

This paper is a comment to Ward et al. (2020) on the irresponse previous in which we elaborate phronetic perspective pedagogical content knowledge (PCK) physical education. In our paper, point what see as limitations PCK-work their response, (2022) argue that have misrepresented research well behaviorist epistemology. this comment, acknowledge distinctions PCK-research were not captured origina...

Abstract This study identifies proficiency levels in pre‐service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher plays a fundamental role supporting PCK development. Proficiency are powerful source when evaluating this development because they characterize what learners likely to be able know on spe...

Responses to an item intended to assess teachers’ Pedagogical Content Knowledge (PCK) are discussed. The item examined 92 teachers’ capacity to name the two forms of division, provide a simple representation and story problem for each, and explain which form helps to make sense of dividing a whole number by a decimal. Teachers appeared more familiar with partitive than quotitive division. Appar...