ARTICLE

RELATIONSHIP OF PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE WITH PEDAGOGICAL DESIGN CAPACITY IN HIGHER EDUCATION OF PAKISTAN

  1. HOME
  2. ARTICLE

10 Pages : 85-94

http://dx.doi.org/10.31703/grr.2019(IV-IV).10      10.31703/grr.2019(IV-IV).10      Published : Dec 2019

Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan

Abstract

    Pedagogical content knowledge is a special type of knowledge possessed by the teachers that not only unravels the teachers understanding of the content but also explains how to teach content (Knowledge of Pedagogy) effectively. The purpose of study was to check the relationship of teacher educators pedagogical content knowledge and pedagogical skills with their pedagogical design capacity. Purposive sampling technique was applied for selecting 200 teachers educators of the Departments of Education of public universities of Punjab and colleges of education in Pakistan. The questionnaire was used for data collection and Pearsons correlation used for data analysis.The results revealed that a significant and moderate relationship existed between teachers PCK and PDC. The result showed a significant and strong relationship between teachers PS and PDC. It is concluded there was a noteworthy and moderate connection between educators PCK and their PDC and positive connection existed between educators PCK, PS, and their PDC.

    Pedagogical Skills, Content Knowledge, Pedagogical Design Capacity

    (1) Samina Rafique
    PhD Scholar, Department of Education, International Islamic University Islamabad, Pakistan.
    (2) Shamsa Aziz
    Chairperson, Faculty of Social Sciences, Department of Education, International Islamic University, Islamabad Pakistan.
Fulltext PDF

References

  • Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of researchon science education(pp.1105-1151). New Jersey: Lawrence Erlbaum-um Associates
  • Abuseji, F. A. (2007). Student and teacher-related variables as determinants of secondary school students' academic achievement in chemistry. Journal Pendidikan, 32, 3-18
  • Alexander, R.J. (2003) Talk for Learning: the first year, Northallerton: North Yorkshire County Council
  • Ball, D.L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice(pp. 3-32). San Francisco: Jossey-Bass.
  • Ball, D.L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice(pp. 3-32). San Francisco: Jossey-Bass
  • Brown, M. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. Herbel-Eisenmann, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction(pp. 17-36). New York: Routledge.
  • Brown, M., & Edelson, D. (2003).Teaching as design:can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice? Chicago: Northwestern University.
  • Chick, H.L., Pham, T. & Baker, M.K. (2006). Probing teachers' pedagogical content knowledge: lessons from the case of the subtraction algorithm. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds). Identities, Cultures and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australia), (pp. 139-146). Sydney: Merga
  • Chou, Y. C. (2008). Exploring the reflection of teachers' beliefs about reading theories and strategies on their classroom practices. Feng Chia Journal of Humanities and Social Sciences, 16, 183-216
  • Clark, J.C., & Walsh, J. (2002). Elements of a model of effective teachers. Paper presented at AARE Conference, Brisbane, 1-5 December
  • Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272
  • Cockburn, A.D. (2008). How can research be used to inform and improve mathematics teaching practice? Journal of Mathematics Teacher Education, 11, 343-347
  • Davis, E. A., Beyer, C., Forbes, C. T., & Stevens, S. (2007). Promoting pedagogical design capacity through teachers' narratives. Paper presented at the National Association for Research in Science Teaching, New Orleans.
  • De Jong, O., van Driel, J., & Verloop, N. (2005). Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42, 947-964
  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), PCK and science education (pp. 3-17). Dordrecht, the Netherlands: Kluwer Academic.
  • Iyewarun, S. A. (1989). The Teaching of social studies. Ilorin: Owoye Press & Book Industries (Nig) Ltd
  • Land, T. J. (2011). Pedagogical design capacity for teaching elementary mathematics: A cross-case analysis of four teachers. Retrieved from http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=3062&context=etd
  • Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring pedagogical content knowledge in science teacher education. International Journal of Science Education, 30(10), 1301-1320
  • Madeira, M. C. (2010). The Development of Pedagogical Content Knowledge in Science Teachers: New Opportunities through Technology-Mediated Reflection and Peer-Exchange (Doctoral Dissertation). University of Toronto
  • Masters, G. (2010).Teaching and Learning School Improvement Framework. Australian Council for Educational Research (ACER)
  • McKenzie, P. J. (2003). A model of information practices in accounts of everyday‐life information seeking.Journal of Documentation, 59(1), 19-40
  • Mishra, P., & Koehler, M. J. (2006).Technological Pedagogical Content Knowledge: A new framework for teacher knowledge.Teachers College Record108(6), 1017-1054.
  • NkuuheJ. (1995). Instructional Media. In: Matiru, Anna & Ruth (ed.). Teach Your Best: A Handbook for University Lecturers(pp. 223-260). German Foundation for International Development
  • Opasola, A. J. (2009). Influence of school variables on junior secondary school students' performance in social studies in Afijio, Oyo State, Nigeria(Unpublished M. Ed. Thesis). University of Ilorin, Ilorin.
  • Pea, R. D. (1993). Practices of distributed intelligences and design for education. In G. Solomon (Ed.), Distributed cognitions: Psychological and educational considerations(pp. 47-87). Cambridge, UK: Cambridge University Press.
  • Prosser, M. & Trigwell, K. (1999). Understanding learning and teaching: The experiencein higher education. Buckingham: SRHE and Open University Press
  • Raheem, M. J. (2010). Relationship between teachers' characteristics and senior secondary school economics students' performance in Ilorin, Nigeria(Unpublished B. Sc. (Ed) Research Project). University of Ilorin, Ilorin
  • Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75, 211-246
  • Richards, J. C. (1996). Teachers' maxims in language teaching. TESOL Quarterly, 30(2), 281-296. http://dx.doi.org/10.2307/3588144
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Sibuyi,C. D. (2012). Effective Teachers' Pedagogical Content Knowledge in Teaching Quadratic Functions in Mathematics(Master's Thesis). University Of Pretoria
  • Singh, R. P. & Rana, G. (2004). Teaching Strategies. New Dehli: APH PublishingCorporation
  • Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99-110
  • Van Driel, J. H., de Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86, 572-590
  • Van Driel, J. H., de Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86, 572-590.
  • Westwood, P. (2004). Effective teaching to reduce educational failure (PhD Dissertation). University of Hong-Kong

Cite this article

APA

    APA : Rafique, S., & Aziz, S. (2019). Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan. Global Regional Review, IV(IV), 85-94. https://doi.org/10.31703/grr.2019(IV-IV).10

CHICAGO

    CHICAGO : Rafique, Samina, and Shamsa Aziz. 2019. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review, IV (IV): 85-94 doi: 10.31703/grr.2019(IV-IV).10

HARVARD

    HARVARD : RAFIQUE, S. & AZIZ, S. 2019. Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan. Global Regional Review, IV, 85-94.

MHRA

    MHRA : Rafique, Samina, and Shamsa Aziz. 2019. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review, IV: 85-94

MLA

    MLA : Rafique, Samina, and Shamsa Aziz. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review, IV.IV (2019): 85-94 Print.

OXFORD

    OXFORD : Rafique, Samina and Aziz, Shamsa (2019), "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan", Global Regional Review, IV (IV), 85-94

TURABIAN

    TURABIAN : Rafique, Samina, and Shamsa Aziz. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review IV, no. IV (2019): 85-94. https://doi.org/10.31703/grr.2019(IV-IV).10