CONCEPTUALIZING PEDAGOGICAL SKILLS WITH A TECHNOLOGICAL TOUCH

Purpose: The present paper addresses an important issue on upgrading the pedagogical activities of in-service teachers. There is a tremendous surge in use of technology being applied everywhere from kitchen to class rooms. Teachers must be oriented to understand this compulsion of adapting techno aspects in their routine teaching program. S,o a logical and theoretical discussion is presented herewith for the benefit of teachers to understand the significance. Teachers have to extend and expand their thinking from traditional Pedago-Content skills towards the point of improving and upgrading their professional career by adapting all possible technological advances. The discussion begins from a formal concept of Pedagogy it's interpretation as a skill and competence. Later the association of Pedagogical and Subject-matter Knowledge is tagged with Technology

Exploring pedagogical content knowledge of adaptive physical education for teachers using WHO Rehabilitation Competency Framework / 中国康复理论与实践

ObjectiveTo explore the pedagogical content knowledge of adaptive physical education teachers using the World Health Organization Rehabilitation Competency Framework (RCF), to construct an adaptive physical education competency system and establish an adaptive physical education and training system and accreditation method for teachers. MethodsUsing RCF and referring to the U. S. Adapted Physical Education National Standards 3rd version (APENS-3), we examined the pedagogical content knowledge of adaptive physical education for teachers. The structure and content of the key pedagogical knowledge contents of adaptive physical education teachers were systematically studied, and the core professional competencies of adaptive physical education teachers were constructed. ResultsBased on the RCF and teaching activities, the teaching-related core competencies of the adapted physical education teachers were constructed from the knowledge and skills in the domains of practice (teaching), and learning and development (continuing education) of RCF, and the structure and content of the knowledge of adapted physical education teachers were constructed in the five domains: students, teachers, teaching, curriculum and educational evaluation. This competency framework could be applied in the fields of professional teaching competency identification, continuing education curriculum development and continuing education competency training, and performance evaluation for adaptive physical education teachers. ConclusionIn accordance with the RCF and with reference to APENS-3, the structure of pedagogical content knowledge and its core contents for adaptive physical education teachers were systematically explored. These structures and the core contents can be applied in the identification of competencie, the development of continuing education curriculum and competency training, and the assessment of performance for adaptive physical education teachers.

Revisión del modelo Tecnological Pedagogical Content Knowledge como parte de la integración tecnológica en la Educación Superior / Review of the Technological Pedagogical Content Knowledge Model as part of technological integration in Higher Education

Introducción: Hoy en día, la integración de las tecnologías a la enseñanza es una necesidad para los docentes que imparten clases en ciencias de la salud. Los profesores requieren de conocimientos pedagógicos, disciplinares y tecnológicos para integrar la tecnología de forma efectiva en sus clases. Objetivo: Exponer el estado de la investigación emergente sobre la integración tecnológica en la Educación Superior para comprender el progreso actual del modelo Tecnological Pedagogical Content Knowledge. Métodos: Se realizó una búsqueda bibliográfica en las bases de datos Web of Science y Scopus (108 artículos). Se seleccionó un total de 55 artículos para la revisión sistemática. Conclusiones: Los hallazgos pueden proporcionar a los investigadores y docentes algunas direcciones posibles para futuras investigaciones sobre el modelo Tecnological Pedagogical Content Knowledge en la Educación Superior. Además, estos pueden ser útiles para diseñar y planificar programas de desarrollo profesional(AU)

Introduction: Nowadays, the integration of technologies into teaching is a necessity for professors who develop their work in the field of health sciences. Professors make wide usage of pedagogical, disciplinary and technological knowledge for integrating technology effectively during their lessons. Objective: To show the state of emerging research about technological integration in higher education in order to understand the current progress of the Technological Pedagogical Content Knowledge model. Methods: A bibliographic search was carried out in the Web of Science and Scopus databases (108 articles). A total of 55 articles were selected for systematic review. Conclusions: The findings may provide researchers and professors with some possible guidelines for future research about the Technological Pedagogical Content Knowledge model in higher education. Additionally, these can be helpful in designing and planning professional development programs(AU)

Conocimientos y Creencias Pedagógicas de los Profesores Respecto al Aprendizaje de la Matemática Elemental

Los conocimientos y las creencias de los profesores determinan las formas de actuar en las aulas cuando se trata de diseñar cualquier situación de enseñanza aprendizaje. Por este motivo, en la presente investigación hemos analizado la orientación constructivista o de transmisión directa que tienen las creencias de los profesores paraguayos y españoles de educación escolar básica acerca de la enseñanza aprendizaje de la matemática elemental. Y por otro lado, hemos indagado cómo se encuentran los conocimientos de contenido pedagógico de los profesores respecto a los diferentes tipos de problemas aditivos (problemas de suma y resta). Los resultados de esta investigación nos indican que tienden a una orientación de transmisión directa antes que constructivista. Respecto al conocimiento sobre los diferentes tipos de problemas aditivos, los profesores que formaron parte de la muestra no cuentan con el conocimiento suficiente para analizar los problemas aditivos a los que habitualmente se tendrían que enfrentar los estudiantes.

The knowledge and beliefs of teachers establish and guide the way of acting of these in the classroom especially when it comes to designing any teaching-learning situation. Therefore, in this investigation we analyzed the constructivist orientation or direct broadcast that have the belief of Paraguayans and Spanish teachers of basic education about teaching elementary mathematics learning. Furthermore, we have investigated how are pedagogical content knowledge of teachers regarding the different types of additives problems. The results of this research indicate that tend to direct broadcast orientation rather than a constructivist. In addition, with respect to knowledge about different types of additives problems, teachers who were part of the ample did not have enough knowledge to analyze the problems additives that usually will have to face students.

O conhecimento do contexto na formação inicial em educação física / Context knowledge in the initial training in physical education

Ao conhecimento pedagógico do conteúdo (CPC) é atribuída a tarefa de transformar o conhecimento do conteúdo dos professores em conhecimento ensinável e compreensível pelos alunos em distintos contextos de ensino e aprendizagem. Balizado por esse pressuposto, e apoiado nas proposições da literatura sobre o conhecimento do contexto e sobre o CPC, este ensaio teórico analisou como os conhecimentos sobre a sala de aula (microcontexto), a escola (mesocontexto) e a comunidade (macrocontexto) incidem na construção do CPC dos futuros professores e nos cursos de formação inicial em Educação Física. A literatura e a estrutura dos cursos de formação em Educação Física sugerem que os conhecimentos sobre os meso e macrocontextos, embora importantes, não têm participação significativa na construção do CPC dos futuros professores. Tal como os estudos analisados, sugere-se que os professores-formadores, durante a formação inicial, estimulem a reflexão, a sensibilidade e a criticidade dos futuros professores sobre a influência dos meso e macrocontextos no planejamento, na implementação e na gestão de suas práticas pedagógicas, na interação com e na aprendizagem e formação dos alunos. Além disso, que os cursos de formação inicial em Educação Física reconheçam a importância do conhecimento do contexto na construção do CPC dos futuros professores, o abordem em diferentes disciplinas, sob vários ângulos e por meio de distintas estratégias, e não apenas tragam alunos em idade escolar para a instituição de ensino superior, mas levem os futuros professores para dentro das escolas de Educação Básica desde o início do curso. Assim, podem ser ampliadas as possibilidades de construção e desenvolvimento do conhecimento do contexto e, consequentemente, do CPC dos futuros professores de Educação Física, qualificando sua formação acadêmica, docente e profissional.

Pedagogical content knowledge is conceived as responsible for transforming the content knowledge of teachers in knowledge teachable and understandable by students in different contexts of teaching and learning. Considering this assumption, and supported in the proposals of the literature, this theoretical study examined how knowledge about classroom (micro context), school (meso context) and community (macro context) participate in the construction of pedagogical content knowledge of prospective teachers, and in training programs in Physical Education. The information reviewed suggests that knowledge about meso and macro contexts, although very important, do not have meaningful participation in the construction of pedagogical content knowledge for prospective teachers, and is not clearly contemplated as a goal for the initial training in Physical Education, neither by literature of the field, nor by their own training programs. In line with the studies reviewed, we suggested that teachers-trainers, during initial training, stimulate reflection, sensitivity and criticality of prospective teachers about the influence of meso and macro contexts in planning, implementation, and management of teaching practices, in interaction with and in learning and training of students. We believe, therefore, are enlarged the possibilities of construction and development of the context knowledge and, consequently, the pedagogical content knowledge for prospective Physical Education teachers, qualifying their academic, teaching and professional training.

Teachers' pedagogical content knowledge: important channel of upgrading teachers' development in the college of traditional Chinese medicine / 中华医学教育探索杂志

Elaboration on the importance of pedagogical content knowledge (PCK) in promoting the teachers' professional development was conducted based on the concept of pedagogical content knowledge (PCK) and from the aspects of the external environment,promotion of teachers' independent development as well as changes in teaching philosophy and the teachers' development value.Corresponding measures were proposed according to the reality of higher education of Chinese medicine.

Estruturantes da base de conhecimentos para o ensino de estudantes-professores de Educação Física / Structuring the knowledge base for teaching of preservice teachers of Physical Education

A base de conhecimentos necessários para a atuação docente contempla o conhecimento pedagógico do conteúdo, que tem como função primordial integrar os conhecimentos dos alunos, do conteúdo, pedagógico geral e do contexto, visando à transformação dos conhecimentos do conteúdo em conhecimentos ensináveis e compreensíveis pelos alunos. Diante disso, o objetivo deste ensaio foi analisar os possíveis elementos que auxiliam na estruturação da base de conhecimentos dos futuros professores de Educação Física. A literatura consultada destaca a influência da história e todas as experiências de vida dos estudantes-professores, bem como do contexto de formação inicial, nomeadamente os professores-formadores, os colegas, as diferentes estratégias formativas, a aproximação com a realidade da profissão, e as experiências práticas, tanto as esportivas quanto as pedagógicas. A interação de todos esses elementos dá origem à estrutura da base de conhecimentos para o ensino e ao constructo do conhecimento pedagógico do conteúdo do estudante-professor.

The knowledge base for teaching has all the knowledge needed for teaching activities, among them the pedagogical content knowledge, which main function is to integrate knowledge of students, content knowledge, pedagogical knowledge, and knowledge of context, intended to transform content knowledge to teachable and understandable knowledge to students. Given this, the aim of this paper was to analyze the possible determining factors in the structuring of the knowledge base of future teachers of Physical Education. In this sense, the literature emphasizes the influence (1) the history and all of the preservice teachers life experiences, and (2) the teacher education context, including teacher educators, colleagues, different training strategies, the approach to the reality of the profession, and practical experience, both sports as the educational. The interaction of all these elements gives rise to structure the knowledge base for teaching, and to construct the pedagogical content knowledge of preservice teacher.