Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first final-year pre-service science in-service physics to describe the needed be a good science/physics teacher. Data was collected through one-item questionnaire, followed interviews. Using thematic coding...

The aim of this study is to develop a valid and reliable Technological Formation Scale measure Knowledge (TK) Pedagogical (TPK) which are main components Content (TPACK). Technology seems have an important place in teacher training education. It seen that only (PCK) not sufficient today. Therefore, the measurement tools including 21st century requirements information communication technologies ...

The world of education is required to always adapt the current development, especially in terms technology. Prospective teachers as one important elements are expected be able have three knowledge, namely pedagogy, content, technology, and combinations which commonly called Technological Pedagogical Content Knowledge (TPACK) ready become professional 21st century. This research aimed examine in...

The systematic study of EAP teachers’ pedagogic content knowledge and their actual teaching practices in class is a fresh avenue in applied linguistics, especially in contexts like Iran, where, EAP courses are taught by two groups of teachers with different specializations; i.e., language teachers and content teachers. This study explored the similarities and differences between language teache...

Through the use of technology in classroom, teachers can improve their ability to deliver effective and relevant content. Teachers should be more prepared apply this ensure that students will have fun a high interest continuing learn era globalization which is based on these information communication elements classroom during teaching facilitation process. Thus, study was identify relationship ...

Researchers have examined the common and specialized content knowledge (CCK/SCK) of physical education (PE) teachers compared their pedagogical (PCK) with student learning outcomes globally. However, little research has been reported in China on relationship between PCK PE settings. The aims study were (i) to investigate influence teacher development stages settings (ii) examine impact teachers...

Utilizing the systematic literature review method, this paper analyzed past professional development programs aimed at enhancing science and technology teachers’ pedagogical content knowledge to provide prospects for local interventions. Lesson study, teacher-mentoring, school-based collaborative curriculum were most locally appropriate, demographically, contextually. However, they can afford a...