Explanation the conceptual model of Pedagogical Content Knowledge (PCK) development for new teachers

Articles in Press

Document Type : Original Article

Authors

1 PhD in Curriculum Studies of Allameh Tabatabai University

2 Faculty member of Curriculum studies in Tabatabaie University

3 Assistant Professor of Curriculum Studies at Allameh Tabatabai University

4 prof. in Curriculum Development; University of Tarbiat Modarres

Abstract

The purpose of this study is to explain the conceptual model of the development of Pedagogical Content Knowledge among new teachers. The research method is the thematic synthesis of scientific-research studies related to the subject of the current research, which is taken from 6 main university databases in the period of 2010 to 2021. Based on the inclusion criteria, 42 studies were approved and included in the synthesis process. In order to increase the credibility of the research, things such as: the evaluator for recoding the data, the detailed description of the research steps, and clear and defensible indicators were used to select the input studies. Based on the findings, two facets of PCK were revealed: the academic facet, which is an external construct, and the classroom PCK facet, which is an internal construct; Both aspects were recognized as the necessity of training new teachers for professional development, which should be given importance like two sides of the same coin; Finally, the conceptual model of new teachers' PCK development was presented and its components and aspects were explained.

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Main Subjects

Journal of Curriculum Studies

Articles in Press, Corrected Proof
Available Online from 26 September 2023

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History

  • Receive Date: 29 January 2023
  • Revise Date: 01 July 2023
  • Accept Date: 07 September 2023

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