Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

The Conceptual Model of Pedagogical Content Knowledge (PCK) Development for New Teachers

Document Type : Original Article

Authors
maryam khodarahmi 1
mostafa Ghaderi 2
mahbobeh khosravi 3
Mahmoud Mehrmohammadi 4
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
10.22034/jcs.2023.180207
Abstract
his study aimed 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 time 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.
Keywords
Pedagogical Content Knowledge
conceptual model of new teachers' PCK development
development of Pedagogical Content Knowledge

Subjects

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  • Receive Date 29 January 2024
  • Revise Date 01 July 2023
  • Accept Date 10 September 2023