نتایج جستجو برای: Content Knowledge (CK)
تعداد نتایج: 954730 فیلتر نتایج به سال:
the present study aimed at exploring cognitions of iranian english teachers within the context of english for academic purposes (eap). to this end, the cognitions of two groups of eap teachers with respect to their pedagogical content knowledge (pck) and their sense of professional identity (pi) were probed. two language teachers and two content instructors who had at least five years of eap te...
According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attem...
the debate whether esp teachers need to have knowledge of the specialized field they are teaching has been an issue in the literature over the last two decades. the aim of conducting this study was to explore iranian learners’ and instructors’ beliefs and attitudes concerning the role of specialized knowledge in teaching esp classes. a seventeen item questionnaire was administered to 400 esp le...
This study aims to examine pre-service science teachers' (PSTs') model-based (MB) content knowledge (CK) and of students' understanding (KSU) chemical bonds. The participants the consist 229 senior pre service teachers. is a case from qualitative research designs. data were collected by using "Chemical Bonds Model Knowledge Test (CBMKT)". obtained analyzed "Model Based-Content Rubric (MB-CK Rub...
The generic matrix-matrix multiplication (GEMM) is arguably the most popular computational kernel of the 20th century. Yet, surprisingly, no common methodology for evaluating GEMM performance has been established over the many decades of using GEMM for comparing architectures, compilers and ninja-class programmers. We introduce GEMMbench, a framework and methodology for evaluating performance o...
This study examined the influence of higher education teacher training on student physics teachers’ progression in content knowledge (CK). To become experts, teachers must acquire both declarative and procedural – conditional CK. is generally characterized by prerequisite role knowledge, meaning that influences exclusively. The as well CK requires special support, due to complexity physics. cog...
Adopting a mixed-method research design, this exploratory study examined the effectiveness of smartphone-based, AR artifact creation and other mobile collaborative learning activities in reinforcing the technological pedagogical content knowledge (TPACK) of teacher education students. The study indicated that mobile AR artifact creation with peer discussion tended to better promote the componen...
0 Introduction The relevance of teachers' domain-specific knowledge for high-quality instruction has been emphasised repeatedly, particularly in the context of mathematics teaching (e.g., Ball, Lubien-ski, & Mewborn, 2001). However, despite the eminent role that is attributed to teachers' professional knowledge for creating powerful learning environments, very few instruments are yet available ...
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