• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.71-80
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• 2012

This study aimed to investigate technological pedagogical and content knowledge(TPACK) model, and to apply this model to preservice education. To perform this study, TPACK survey instrument was distributed to 142 preservice teachers who took technology integration course. The result showed that technology and content knowledge improved significantly, and pedagogical and pedagogical content knowledge did not show meaningful differences among 7 sub-categories. Based on the result of this study, we discussed the improvement of technological and content knowledge, and pedagogical knowledge. Also, we suggested that (preservice) teacher education should consider the combination of technological, pedagogical, and content knowledge in Korea.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.293-300
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• 2021

The aim of this study was to measure preservice teachers' perceptions of Technological Pedagogical Content Knowledge (TPACK). The researcher analyzed responses on the TPACK scale of 307 students in A University located in Chungcheongbuk-do. During the statistical analysis, IBM SPSS 21 program was used to implement Independent Samples T-test, One-way Analysis of Variance, and Multiple Regression Analysis (Enter method). The results are as follows. First, for the mean difference by gender, the mean of female students was higher than that of male students in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. Second, for the mean difference by grade level, the mean of the 1^st, 3^rd and 4^th graders was higher than that of the 2^nd graders in the Content Knowledge at a statistically significant level. Third, toward Technological Pedagogical Content Knowledge, Pedagogical Knowledge of .11 beta value, Pedagogical Content Knowledge of .11 beta value, and Technological Pedagogical Knowledge of .715 beta value were found to be statistically significant predictors. Finally, the researcher discussed development of the TPACK implementation manual and workbook and provision of various technology practice opportunities.

• Journal of the Korean Chemical Society
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• v.56 no.1
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• pp.128-136
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• 2012

The purposes of this study were to evaluate the level of PCK which middle school science teachers have on the concept of density and to analyze the characteristics of science teachers' content representation on the concept of density by their PCK level. For that purpose, 20 science teachers were selected and asked to answer the questionnaire on the eight aspects of CoRe. Results of this study indicated that the science teachers' PCK levels were low in general and evaluated as below average. The differences among the characteristics of science teachers' content representation by their PCK level were high in seven aspects of CoRe but the one aspect of the understanding of learner's preconception. These differences were analyzed and the patterns shown by the science teachers in eight aspects of CoRe were drawn in this study. It was also found that the characteristics drawn in eight aspects of content representation shown by the teachers whose PCK level was medium were close to those whose PCK level was low rather than high in most aspects of CoRe.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.1-10
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• 2016

This study is for developing a programming education course to improve pre-service teachers' pedagogical content knowledge(PCK) of programming education. A 40-hour training course was designed with App Inventor, a block-based mobile programming environment, and with problem-based learning method and project-based learning method. After the curriculum was adopted to 12 undergraduate students, the effect of education was tested with a programming PCK questionnaire. As a result, after a 20-hour problem-based learning class, overall score and teaching method score were enhanced significantly. After another 20-hour project-based learning class, content knowledge, teaching method, and curriculum score were improved.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.339-345
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• 2020

This study intended to analyze pre-service elementary teachers' perceptions of teacher knowledge based on the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Seventy-four pre-service elementary teachers who were enrolled at an University of Education located in mid-continent of Korea participated in a survey. Results of the survey was analyzed using Importance-Performance Analysis (IPA) method. It was found that perception of importance was significantly higher than that of performance at all seven domains of the TPACK. IPA matrix extracted from the survey indicates that Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and TPACK which are related to technology especially need to develop. Results of this study also show the necessity to support pre-service teachers so that they can have opportunities to develop and use technology-related knowledge and skills. This study especially implies that technological knowledge needs to be integrated with content and pedagogical knowledge when implementing curriculum and educational programs for pre-servie elementary teachers.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.149-171
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• 2007

This study is aimed at development of pedagogical content knowledge on fraction in the elementary school mathematics. Elementary students regard fraction as the difficult topic in school mathematics. Furthermore, fraction is the fundamentally important concept in studying mathematics. So it is important to develop the pedagogical content knowledge on fraction. The reason of attention to the pedagogical content knowledge is that improving the quality of teaching is the central focus of a high quality mathematics education. Shulman suggested that various knowledges are required for teacher to improve their classes. Of course, pedagogical content knowledge is the most valuable in teaching mathematics. Pedagogical content knowledge is related to the promotion of students' understanding about the learning. Pedagogical content knowledges are categorized by five factors in this study. These are understanding about curriculum, understanding about students and students' knowledge, understanding about teachers and teachers' knowledge, understanding about the methods, contents, and management of class, and understanding about methods of assessments. I develop the pedagogical content knowledge on fraction according to the these categories. I concentrate on the two types of pedagogical content knowledges in developing. That is, I present knowledges which teachers have to know for teaching fraction effectively and materials which teachers can use during the teaching fraction. Pedagogical content knowledges guarantee teachers as the professionalists. Teachers should not teach only content knowledges but teach various knowledges including the meta-knowledges which have relation to fraction.

• School Mathematics
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• v.11 no.3
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• pp.369-387
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• 2009

Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge (PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.63-73
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• 2017

Software education of 17 hours is essential in the elementary school in the 2015 revised curriculum. Unplugged is recommended as a teaching-learning method. Teachers should have a high level of PCK about Informatics Subject in order to utilize Unplugged. The purpose of this study was to clarify the relationship between PCK and possibility of teaching about Informatics Subject of elementary school teachers. For this purpose, 172 elementary school teachers were surveyed. The results of this study are as follows. First, elementary school teachers confirmed that the PCK level of informatics subject is low. Second, it was confirmed that there is a high correlation between PCK and possible of teaching. This study is meaningful that it suggested a method to increase the level of PCK about informatics subject of elementary school teachers.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.545-564
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• 2009

TPACK (Technological Pedagogical Content Knowledge) adds the technological knowledge to PCK (Shulman 1986), completing the combination of three kinds of knowledge, i.e. teacher's content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). In this study, I seek to design methodological ways to improve TPACK for preservice mathematics teachers by developing and analyzing team project-based classes with technology in a class of the first semester 2009 in a teacher's college in Seoul, South Korea. The goal of the team project is to design classes to teach mathematics with technology by selecting technology tools suitable for specific mathematical concepts or mathematics sections. In the early stage of the class in the college, the confidence levels among the preservice mathematics teachers were relatively low but increased in the final stage their mathematics teaching efficacy up to from 3.88 to 4.50. Also, the pre service mathematics teachers answered the team project was helpful or very helpful in developing TPACK; this result proves that lectures with technology which based on team project are excellent tools for the teacher to design classes with technology confidently. Considering the teacher's TPACK is one of the abilities to achieve the goals required in the information technology era, the preservice mathematics teachers are asked to plan and develop the lectures with technology, rather than just taught to know how to use technology tools or adapt to specific cases. Finally, we see that national-wide discussion and research are necessary to prepare customized standards and implementable plans for TPACK in South Korea.

• Communications of Mathematical Education
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• v.25 no.4
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• pp.693-734
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• 2011

The purpose of this research is to analyze the pedagogical content knowledge on the natural number concepts of Korean Elementary School Teachers. Shulman(1986b) had developed a tool in order to understand teachers' knowledge, as he defined three types of knowledge in teaching ; Subject Matter Knowledge, Curricular Knowledge, and Pedagogical Content Knowledge. Pang(2002) defined two types of elements including in the ways of teaching ; individual element, and sociocultural element. Two research questions are addressed; (1) What is the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? ; (2) What factors are included in the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? Findings reveal that (1) the Korean Elementary School Teachers had three types of the pedagogical content knowledge on the natural number concepts; (2) Teacher Factors were more included than Social-Cultural Factors in the pedagogical content knowledge on the natural number concepts of the Korean Elementary School Teachers. Further suggestions were made for future researches to include (1) a comparative study on teachers between ordinary teachers and those who majored mathematics education in the graduate school. (2) an analysis on the classroom activities about the natural number concepts.