دورية أكاديمية
Analysis of Pedagogical Content Knowledge in Science Teacher Education: A Systematic Review 2011-2021
| العنوان: | Analysis of Pedagogical Content Knowledge in Science Teacher Education: A Systematic Review 2011-2021 |
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| اللغة: | English |
| المؤلفون: | Almonacid-Fierro, Alejandro (ORCID |
| المصدر: | International Journal of Educational Methodology. 2023 9(3):525-534. |
| الإتاحة: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.comTest/ |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| الواصفات: | Literature Reviews, Pedagogical Content Knowledge, Science Teachers, Teacher Education, Educational Technology, Thinking Skills |
| تدمد: | 2469-9632 |
| مستخلص: | Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59 articles were reviewed, and 13 were selected according to the inclusion criteria. Among the findings, it stands out that the articles emphasize a series of tools used when teaching applied sciences, such as the use of educational technologies beyond the textbook or the integration of students' thinking. The articles state that PCK transcends subject knowledge and leads to subject knowledge for teaching. Finally, the literature has tried to answer how science teachers use PCK in the classroom, demonstrating strategies and practical value, both of which are vital for the functioning and application of their educational work. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1400779 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2469-9632 |
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