• Journal of the Korean earth science society
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• v.38 no.5
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.125-135
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• 2009

In this study, we discuss pedagogical content knowledge (PCK) of pre-service environment teachers since PCK is one of the most important professional competencies for teachers. In Republic of Korea, environmental education is taught as an independent subject in middle and high schools. Thus, pedagogical content knowledge (PCK) of environment teachers plays an important role for quality EE at schools. The purpose of this study is to find out the PCK(Pedagogical Content Knowledge) of pre-service environment teachers. Researchers collected and analyzed data from four environmental education department. Study method used a questionnaire for eighty-two pre-service environment teachers. The study results are as follows. Seven part of PCK(Knowledge of Instructional Strategies, Knowledge of Representation, Knowledge of Subject Matter, Knowledge of Evaluation, Knowledge of Students, Knowledge of Curriculum, Knowledge of Environmental Context) exists the significant difference in pre-service environment teachers. The highest part is the Knowledge of Environmental Context and the lowest part is the Knowledge of Evaluation in pre-service teachers. So the curriculum of environmental education department will be changing that emphasize the Knowledge of Evaluation and the Knowledge of Students.

• Journal of the Korean Home Economics Association
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• v.49 no.1
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• pp.1-16
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• 2011

This study analyzed the items for the Home Economics teacher selection test, which were carried out through the school year 2002 to 2010, based on Pedagogical Content Knowledge in Home Economics Education (H-PCK). Two frameworks were used: (1) H-PCK matrix transformed from the Content Knowledge in Home Economics Education (H-CK) and the Pedagogical Knowledge; (2) Five components of H-PCK. The results of this study were as follows: (1) The test items were classified into H-CK items and H-PCK items from the H-PCK matrix analysis. (2) While the number of items on knowledge of teaching strategies was the highest, no item on knowledge of understanding students was identified. Since the test can be considered as Measurement-Driven Instruction, it will have backward influences on the teacher education program in universities. Thus, if promising and capable new Home Economics teachers are to be recruited, the test items should include all the components of H-PCK.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.2
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• pp.231-244
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• 2010

The purpose of this study is to explore domains and elements of pedagogical content knowledge(PCK) for effective teaching in secondary schools. The value of PCK lies essentially in its relation with specific topics. Teachers' PCK becomes through making explicit the nature of their pedagogical reasoning and the associated decision making within the context of teaching content. This study propose the process of PCK research and development. The theoretical definition of PCK, basic directions of PCK development were discussed. This research provides teachers with an opportunity to think about what is important in the teaching of a topic and why and to consider possibilities for future development.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.699-710
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• 2007

During the last two decades, many researchers have attempted to understand pedagogical content knowledge (PCK). Now it is time to think about how to apply the theoretical aspects of PCK to practice. In an attempt to address this issue, it is indispensable to review the existing literature on teachers' knowledge bases and PCK. Therefore, the purposes of this paper are to look at how the concept of PCK has been developed and extended over the past two decades as well as to provide a shared understanding of PCK for the practical use of this concept in teacher education programs. The paper begins with a discussion of various models of teachers' knowledge as conceptualized by several renowned researchers, moves on to a review of existing research focusing on the knowledge of science teachers, then examines the literature on PCK as a critical part of teachers' professional knowledge, and finally concludes with an integrated operational definition of PCK that can be employed into designing teacher education programs.

• School Mathematics
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• v.10 no.3
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• pp.423-441
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• 2008

The purpose of this study was to examine the Pedagogical Content Knowledge(PCK) of teachers and their educational practice in the category of plane figure, to make a comparative analysis of their PCK and educational practice, and to discuss the relationship between their PCK and the characteristics of their instruction. Instruction of four selected elementary school teachers was analyzed to find out their educational practice. In conclusion, the characteristics of the PCK and actual instruction of the teachers could be listed as below: First, as a result of comparing their PCK and educational practice on plane figure by applying selected analysis criteria, there was a close correlation between their PCK and actual instruction. Second, the teachers had various levels of PCK on different areas. Especially, there was a large disparity in mathematical content knowledge and knowledge of teaching methods. Third, the teachers who had plenty of PCK were more excellent in textbook reconstructing, and those who fell behind in terms of PCK were more reliant on textbooks as if the textbooks had been the Bible.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.618-632
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• 2008

Despite the rapidly growing body of research on science teachers' pedagogical content knowledge (PCK), most of the research has mainly focused on the definition of PCK and its components. The main purpose of this research was to explore the operational definition of PCK and to suggest another form by re-conceptualizing PCK, with the newly defined and conceptualized PCK capable of being used as standards and/or criteria in selecting the curricular content of and deciding the subject area of science teacher education. In this research, the science teachers' PCK was defined as the "practical knowledge and skills that are acquired through the curriculum of science education and in the course of teaching experiences, and which are used in their teaching of secondary school science." The science teachers' PCK was further defined as consisting of two integrated and/or combined dimensions: subject matter and pedagogy, each of which comprises several components. In this paper, the PCK is called science education literacy. The paper also presents the ways to apply the operational definition of PCK and re-conceptualized PCK and a few suggestions for the research on science teachers' PCK.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.743-754
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• 2007

Whether This paper argues that teacher efficacy is an affective affiliate of pedagogical content knowledge (PCK) based on empirical data of a study on the nature and construct of PCK. This study was a collective case study utilizing qualitative research methods. The participants of the study were three high school science teachers in the U.S. Data was collected from multiple sources such as classroom observation, interviews, teachers' written reflection, students' work samples, and researchers' field notes. Data was analyzed using the "In-depth Analysis of Explicit PCK" developed by the author. Data analysis indicated that teacher efficacy played a critical role in developing PCK by facilitating the movement from PCK to the enactment of PCK.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.27-45
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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 light 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.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.473-492
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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.