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...

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps), and Internet applications ― computer simulations, ...

Pedagogical content knowledge (PCK) is essential to career development for teachers. Teachers can develop their own PCK by research-based activities such as action research and lesson study, with a particular emphasis on the employment of classroom practice, information technology, and collaborative learning. However, in recent studies, most of the models for enhancing teachers’ PCK focus on in...

The purpose of this investigation was to determine the effects of multimedia CAI on undergraduate PETE majors' teaching of the serve in tennis. The data were obtained from 18 undergraduate students enrolled in a PETE evaluation and assessment course at Virginia Tech. Subjects were stratified by gender and randomly assigned to three groups as Computer-Assisted Instruction (CAI) group (n=6), Teac...