scholarly journals Developing Historical Competency: Teaching German History Through History Films At University Putra Malaysia (BA German Programme)

2021 ◽  
Vol 25 (45) ◽  
pp. 29-65
Author(s):  
Torsten Schaar ◽  
Chang Shi Wen
Keyword(s):  
World War Ii ◽  
Content Knowledge ◽  
Narrative Analysis ◽  
Teaching And Learning ◽  
Core Competencies ◽  
German History ◽  
Key Factors ◽  
Historical Empathy ◽  
Language Classes ◽  
Historical Literacy

History films personalize, dramatize and emotionalize historical events and characters. They revive the past by exemplifying it in the present, engage ongoing discourses of history and as a result have proven to be the most influential medium in conveying history to large audiences. History films are regarded as an attractive, motivating and efficient (supplementary) teaching and learning medium in history as well as in foreign language classes. As part of the course “Historical Survey of Germany” (BA German-programme at University Putra Malaysia) history film projects on important periods and events in German history were conducted. The article introduces a film project on World War II and describes the pedagogical approach which aims to develop three core competencies of historical understanding – Content Knowledge, Historical Empathy/Perspective Recognition and Narrative Analysis. It discusses selected general findings provided as qualitative data in group and individual assignments. While the responses to questions related to Content Knowledge and Narrative Analysis show that students achieved higher competency levels, the participants showed shortcomings in the rational examination of historical characters, their perspectives and motivations for their actions. Time, practice and guidance can be identified as key factors in developing historical literacy competencies further.

scholarly journals THE TPACK CONFIDENCE OF PRE-SERVICE TEACHERS IN SELECTED PHILIPPINE TEACHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 5 (37) ◽  
pp. 196-205
Author(s):  
Romell A. Ramos ◽  
Edward E. Babasa ◽  
Imelda B. Vergara ◽  
Bernadeth I. Manalo ◽  
Lorna L. Gappi ◽  
...  
Keyword(s):  
Teacher Education ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Core Competencies ◽  
Quality Teachers ◽  
Teacher Competency ◽  
The Past ◽  
Teacher Education Institutions

The changing educational landscape of Philippine education in the past decade poses challenges to the implementers of the curriculum innovations – the teachers. Consequently, this has put more pressure on the teacher education institutions (TEIs) to produce a quantity of quality teachers. From this context, this paper examines the technological, pedagogical, and content knowledge (TPACK) confidence level of pre-service teachers in selected Philippine teacher education institutions. The TPACK Model has been a very useful framework for academic stakeholders to understand and measure the level of technology integration in teaching and learning. Using a 64-item self-diagnostic questionnaire designed to measure the dimensions of TPACK in terms of learning experience and practice, and assessing the responses of 187 graduating pre-service teachers from selected Philippine TEIs, the data suggest that the pre-service teachers are fairly confident with the learning experience they get from the TEIs and that by using these experiences they frequently demonstrate the acceptable teacher competency and standards. Furthermore, the levels of TPACK confidence of the secondary and elementary pre-service teachers significantly differ from each other such that the former are more confident with their learning experience and practice. Data also show that there is a significant relationship between the quality of learning experience and the ability of the pre-service teachers to demonstrate the core competencies of TPACK. Hence, teacher education institutions must consider innovating their curriculum through training, subject-focused pedagogical modeling, and subject-specific technologies.

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

What’s so important about CLIL anyway?

2021 ◽  
Author(s):  
Nina Lazarević
Keyword(s):  
Foreign Language ◽  
Content Knowledge ◽  
Science Teachers ◽  
English Language ◽  
Relevant Literature ◽  
Grammar School ◽  
School Teachers ◽  
Teaching Context ◽  
Language Classes ◽  
Or Practice

After doing two 56-hour long seminars in 2018 and 2019 with grammar school teachers in Niš, I realised that there was not much of relevant literature, activity or practice books that science teachers teaching in English could use. While there is some substantial literature for CLIL in English language classes, there is much less support for particular natural science subjects in the local teaching context. Therefore, the material from those workshops is here systematised and organised around several areas that transpired as the most important for teachers. One important point is that this is not a textbook on the English language, or English language practice nor is it an activity book for any specific subject taught in English. The main focus here is on how to activate content knowledge in a subject while using a foreign language, as well as how to organise instruction so that learners benefit from a CLIL class.

scholarly journals Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Abdul Razif Zaini ◽  
Yaakob Hassan ◽  
Zulkefli Hamat ◽  
Taufik Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Online Assessment ◽  
School Teachers ◽  
Learning Session ◽  
Pedagogical Content ◽  
Essential Components

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

scholarly journals A Study on Core Competency Level and Difference by Teaching Experience of Middle School Beauty Teacher

2021 ◽  
Vol 27 (5) ◽  
pp. 1115-1122
Author(s):  
Su-Jin Jeong ◽  
Seo-Heui Kim
Keyword(s):  
Teaching And Learning ◽  
School Teacher ◽  
Core Competencies ◽  
Core Competency ◽  
Teaching Experience ◽  
The Core ◽  
Learning Evaluation ◽  
Major Subject ◽  
Knowledge And Attitude ◽  
Competency Level

The purpose of this study is to analyze how the level of teacher core competency differs according to the teaching experience of a beauty school teacher. A survey was conducted to analyze the core competencies of beauty teachers. The analysis method is a one-way ANOVA. As a result of analyzing the core competency level of beauty teachers, ‘executive competency’ was the highest, followed by ‘attitude competency’, ‘knowledge competency’. In the case of knowledge, compared to ‘theoretical knowledge of the major and the major subject in charge’, ‘practical ability for the major and the major subject in charge’, ‘the ability to apply teaching and learning evaluation related to the major’, ‘the professor related to the major’, ‘Learning evaluation development ability’ was evaluated low, In the case of performance, the average was slightly higher than that of knowledge and attitude in all competencies, and the level of ‘the ability to instruct students to acquire a certificate related to a major’ was evaluated high. In terms of attitude, ‘the ability to communicate smoothly with peers’ was high. As a conclusion of this study, it was found that in order to respond to the internal and external beauty subject education environment and increase the quality change of beauty subject education, It is necessary to strengthen the competence of professional beauty teachers.

Teaching to Learn, Learning to Teach

2021 ◽  
Vol 55 ◽  
pp. 288-298
Author(s):  
Katherine Davies ◽  
Keyword(s):  
World War Ii ◽  
Teaching And Learning ◽  
Learning To Teach ◽  
The Political ◽  
World War ◽  
Work Of Art ◽  
Teaching Role ◽  
Affective Dimensions

Heidegger’s three Country Path Conversations have generated much scholarly interest for their elaboration on Heidegger’s thinking of Gelassenheit, scientific and technological thinking, the work of art, evil, and the political aftermath of World War II. In this paper, I argue that these texts also, upon closer analysis, contain a Heideggerian pedagogical philosophy. In each text, I will show, a dynamic of teaching and learning is at play, most especially when it seems to be absent. Further, I will show how only when these three texts are read together does a fuller account of Heidegger’s pedagogy emerge. In the “Triadic Conversation,” I draw out the affective dimensions according to which the Guide’s teaches the Scientist to contest his own worldview. In the “Tower Conversation,” I show how the Teacher must practice what he himself teaches, choosing to tarry with that which causes him discomfort and anxiety. Finally, I read the “Evening Conversation” as an example of students assuming the teaching role themselves when the teacher is nowhere to be found, fulfilling the hopes any teacher would have for her students.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

“Virtual Inquiry” in the Science Classroom

2011 ◽  
pp. 109-119
Author(s):  
Eva Erdosne Toth
Keyword(s):  
Instructional Design ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Inquiry Teaching ◽  
Design Decisions ◽  
Pedagogical Content ◽  
Research Findings ◽  
Classroom Inquiry

The article examines prior research on students’ difficulties with inquiry learning and outlines research-based decisions for the consideration of software-based scaffolds for inquiry teaching and learning. The objective is to detail research findings in a way that assists teachers in their development of pedagogical content knowledge as relevant to the selection and use of technological tools for classroom inquiry in the high school biology or college introductory biology classrooms. Employing a worked-out-example in the popular domain of DNA science, the article illustrates the research-based integration of instructional design decisions coordinated with the features of selected software tools. The coordination of software-design with instructional design has the potential of significantly enhancing students’ learning while also supporting the development of teachers’ technological pedagogical content knowledge.

Is There a Degree of Repetitiveness in Schools and Teachers in Finland?

2020 ◽  
pp. 179-202
Author(s):  
Eduardo Andere
Keyword(s):  
Teaching And Learning ◽  
School Success ◽  
Key Factors ◽  
Level Of Understanding ◽  
Pedagogical Principles

This chapter shows the main results from the interviews, question after question, in a summarized way. Some trends or patterns were found in answers to questions relating to issues: the main pedagogical principles in the schools, the main curricula changes, the level of understanding about these changes, the mindsets of principals and teachers, the key factors behind Finnish school success, what is missing in schools in Finland, why teachers became teachers in the first place, and how happy individuals are with their career as teachers. At the same time, using the same data, a hypothesis was tested about the degree of “repetitiveness” in schools and teaching in Finland regarding whether schools and teachers think and implement teaching and learning in the same way or not.

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