• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.189-206
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• 2016

The purpose of this study was to analyze the mediating effect of pedagogical content knowledge of science teaching on the relations among child care teachers' burnout, science teaching anxiety, and science teaching efficacy. For this study, questionnaires were distributed to 355 teachers working at child care centers in Jollanam-do. The analysis of data was conducted with SPSS WIN 18.0. The results of this study were as follows. First, child care teachers' burnout lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' burnout on their science teaching efficacy. Second, child care teachers' science teaching anxiety lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' science teaching anxiety as an independent variable on their science teaching efficacy. These findings imply there is a need to boost pedagogical content knowledge during in-service teacher education programs.

• Research in Mathematical Education
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• v.16 no.1
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• pp.51-66
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• 2012

This study investigated the impact of entry level of mathematics subject knowledge on student teachers' mathematics pedagogical content knowledge development and performance in mathematics teaching practice. The sample consisted of 24 mathematics student teachers, 12 of whom passed A-Level mathematics and 12 of whom only passed O-level mathematics. They were all studying in a 4-year bachelor of education (Honours/Primary) programme; they were either majoring or minoring in mathematics. Results showed that student teachers' entry-level mathematics subject knowledge is not related to their mathematics pedagogical content knowledge development or their mathematics teaching performance. These findings may lead society to consider whether student teachers who have passed O-level mathematics are already eligible to be trained as professional primary mathematics teachers. As a consequence, this study raises the issues of how to develop student teachers' mathematics pedagogical content knowledge and whether we need to restructure our bachelor of education (Primary) programmes' curriculum in teacher professionalism.

• 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 Educational Research in Mathematics
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• v.17 no.3
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• pp.295-308
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• 2007

The purpose of this paper was to investigate the pedagogical content knowledge of a middle school mathematics teacher manifested in his mathematics instruction by identifying the components of the pedagogical content knowledge of the teacher. For the purpose of the study, I conducted an interpretive case study by collecting qualitative data. The results showed that the pedagogical content knowledge of the teacher was characterized by: (a) knowledge of mathematics including connection among topics and various ways of solving problems; (b) knowledge of students' understanding involving students' misconceptions, common errors, difficulties, and confusions; and (c) knowledge of pedagogy consisting of his efforts to motivate his students by providing realistic applications of mathematical topics and his use of materials.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• 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 Korean Elementary Science Education
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• v.41 no.4
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• pp.690-700
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• 2022

This study aimed to compare academic passion for science pedagogical content knowledge (PCK) between pre-service and in-service elementary teachers. In addition, a comparison between passion for science subject matter knowledge and passion for science pedagogical knowledge was made for each group of teachers. Participants comprised 182 students from colleges of education and 161 in-service teachers. We analyzed between- and within-subject comparisons for each component of academic passion for science PCK. The results of this study are as follows: First, between-subject comparison demonstrated that, in academic passion for science subject matter knowledge, in-service teachers had a higher passion for "liking" and "importance" than pre-service teachers, whereas pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. In academic passion for science pedagogical knowledge, pre-service teachers had a higher passion for "time/energy investment" than in-service teachers. Second, the within-subject comparison showed that only "harmonious passion" was higher for science pedagogical knowledge than science subject matter knowledge in pre-service teachers. However, "liking", "importance", "time/energy investment", and "obsessive passion" were higher for science subject matter knowledge than science pedagogical knowledge in in-service teachers. The educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.467-476
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• 2012

This study explored changes of preservice biology teachers' pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.

• 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.