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What is Pedagogical Content Knowledge

Chapter 13
Handbook of Research on Mobile Devices and Applications in Higher Education Settings
The interaction between the teaching process and content knowledge.
Published in Chapter:

Universities' Point of View to Introduce Mobile Devices in their Classrooms: Redefining Education using a Common Mobile Platform – The Journey through Implementation

Victoria M. Cardullo (Auburn University, USA) and LeNessa L. Clark (Auburn University, USA)
Copyright: © 2016 | Pages: 21
DOI: 10.4018/978-1-5225-0256-2.ch013

Abstract

This qualitative study examined the implementation and integration of a common mobile platform in multiple diverse learning environments in higher education. This exploratory study sought to understand how the use of iPads supported student learning and teacher instruction. In addition, the researchers identified the necessity of a strong infrastructure and professional development both, which are crucial in the implementation and integration process. The population consisted of incoming freshmen who range between 17-21 years of age in a southern region in Alabama. A constant comparative and taxonomy analysis was employed in efforts to provide themes and codes to organize and analyze the data derived from focus groups, interviews, surveys, and observations. The data revealed that students believed the iPad provided support to enhance student learning. Participants' perceived the iPad device as portable, convenient and easy to use.
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Chapter 18
Building Relationship Through Learning Communities and Participation in Online Learning Environments: Building Interactions in Online Learning
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Chapter 14
Critical Thinking: Centering Teachers' Knowledge and Understanding
The skills, methodologies, and approaches that language arts teachers use in order to teach the content, in this case, the language arts content to students. Pedagogical content knowledge is the effective union between how teachers teach what has to be taught.
Published in Chapter: Critical Thinking: Centering Teachers' Knowledge and Understanding; From: Handbook of Research on Critical Thinking and Teacher Education Pedagogy
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Chapter 22
Developing and Using STEM Pedagogical Content Knowledge Across Career Stages
Teacher knowledge developed as an amalgamation of specific content knowledge and pedagogical knowledge.
Published in Chapter: Developing and Using STEM Pedagogical Content Knowledge Across Career Stages; From: Handbook of Research on the Educator Continuum and Development of Teachers
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Chapter 5
Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring
The blending of content knowledge and pedagogical knowledge into a specialized knowledge for teaching of specific subjects.
Published in Chapter: Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring; From: Handbook of Research on Field-Based Teacher Education
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Chapter 3
Technology Integration in Higher Education: An Investigation of Aksaray University Preservice Teachers' Perceptions
It is the tranformation of content knowledge into a form that students in different learning environments can best understand.
Published in Chapter: Technology Integration in Higher Education: An Investigation of Aksaray University Preservice Teachers' Perceptions; From: Revitalizing the Learning Ecosystem for Modern Students
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Chapter 13
Using Writing Workshops in Teacher Education to Build Writing Pedagogy and Equity-Oriented Mindsets
Teachers’ ability to adapt content knowledge to accessibly teach concepts based on a knowledge of the curriculum, learners’ needs, and other factors that may impact learning.
Published in Chapter: Using Writing Workshops in Teacher Education to Build Writing Pedagogy and Equity-Oriented Mindsets; From: Handbook of Research on Teacher Practices for Diverse Writing Instruction
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Chapter 8
Reshaping Preservice Teachers' Pedagogical Content Knowledge With Primary Source Documents
Understandings related to instructional content, effective teaching practices and how to best teach specific content.
Published in Chapter: Reshaping Preservice Teachers' Pedagogical Content Knowledge With Primary Source Documents; From: Open Educational Resources (OER) Pedagogy and Practices
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Chapter 8
Stepping Stones to STEM: One School's Journey to Revamp and Revitalize the STEM Curriculum
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Chapter 6
The Practices of Learning Assessment in the Initial Teacher Training: A Glance From the TPACK Model
Shulman's proposal refers to Interactions between pedagogical and disciplinary knowledge that leads to the transformation of the content of a program into teachable content for a certain group of students.
Published in Chapter: The Practices of Learning Assessment in the Initial Teacher Training: A Glance From the TPACK Model; From: Handbook of Research on TPACK in the Digital Age
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Chapter 6
Shifting Preservice Teachers' Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection: Fostering Commitment to Reform-Based Mathematics
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Chapter 7
Improving Teacher Professional Learning: Inquiry Cycles and the Whole Teacher
The intersection of teachers’ subject-matter content knowledge, pedagogy, and specific contextual and student knowledge.
Published in Chapter: Improving Teacher Professional Learning: Inquiry Cycles and the Whole Teacher; From: Supporting Early Career Teachers With Research-Based Practices
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Chapter 5
Service-Learning Field Experiences to Build Intercultural Competence: Teaching and Learning on the U.S.-México Border
The integration or the synthesis of teachers’ pedagogical knowledge (what teachers know about teaching) and their subject matter knowledge.
Published in Chapter: Service-Learning Field Experiences to Build Intercultural Competence: Teaching and Learning on the U.S.-México Border; From: Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
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Chapter 1
Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching: How Do They Relate to TPACK?
Specialized type of subject-matter knowledge including how knowledge is constructed and how learning of that subject-matter develops.
Published in Chapter: Teachers' Knowledge, Beliefs, and Perceptions About Mathematics Teaching: How Do They Relate to TPACK?; From: Handbook of Research on TPACK in the Digital Age
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Chapter 3
Developing TPACK in Elementary Mathematics Education: A Framework to Design Activities With Pre-Service Teachers
A teacher’s understanding of how students learn particular content knowledge and of relevant approaches and resources for the learning of that knowledge. For example, an understanding of prerequisite knowledge students need before learning about quadrilateral types, useful representations, and ideas of sequencing activities for diverse learners.
Published in Chapter: Developing TPACK in Elementary Mathematics Education: A Framework to Design Activities With Pre-Service Teachers; From: Handbook of Research on TPACK in the Digital Age
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Chapter 2
Assessing Program Outcomes of an M.Ed. Curriculum and Instruction Program: A Comparison of Face-to-Face to Completely Online Deliverables
The special nature of subject matter knowledge needed by teachers who understand both the content as well as strategies for effective communication of that content.
Published in Chapter: Assessing Program Outcomes of an M.Ed. Curriculum and Instruction Program: A Comparison of Face-to-Face to Completely Online Deliverables; From: Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education
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Chapter 14
A Study on Technological Pedagogical Content Knowledge Experiences of Primary School Teachers Throughout Blended Professional Development Programs
An understanding of how a subject can be learned effectively with proper specific pedagogical methods.
Published in Chapter: A Study on Technological Pedagogical Content Knowledge Experiences of Primary School Teachers Throughout Blended Professional Development Programs; From: Handbook of Research on TPACK in the Digital Age
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Chapter 5
Teacher Preparation Programs and Learner-Centered, Technology-Integrated Instruction
Pedagogical content knowledge is a synthesis of how teachers related what they know and belief about teaching (pedagogy) with the subject matter, or content that they are teaching.
Published in Chapter: Teacher Preparation Programs and Learner-Centered, Technology-Integrated Instruction; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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Chapter 10
Transformational Learning for Community Health: The Case of Physical Education Teacher Candidates
Synergy between subject matter and effective teaching techniques to stimulate student learning ( Shulman, 1987 ).
Published in Chapter: Transformational Learning for Community Health: The Case of Physical Education Teacher Candidates; From: Handbook of Research on Adult and Community Health Education: Tools, Trends, and Methodologies
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Chapter 7
Creating a Virtual Reality Lab: Using a Student-Centered Approach
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