Promoting Awareness about Pedagogical Content Knowledge

Authors

  • Meissa Ouerghi Higher Institute of Education and Continuous Training, Tunisia
  • Chiraz Kilani Higher Institute of Education and Continuous Training, Tunisia

Keywords:

Reflective practice, pedagogical content knowledge, content representation, combustion, air components

Abstract

The purpose of this research is to evaluate the impact of the feedback gained from targeted self-confrontation on a teacher’s knowledge about his own practice. To do so, we opted for a case study within a qualitative approach. Through a sequence of self-confrontations, we employed content representation (CoRe) as a tool to advance a teacher’s pedagogical content awareness. We investigated the evolution of content representation during three self-confrontations assisted by CoRe. And we used the outcomes to draw up a CoRe design for each self-confrontation. The topic of teaching was air components and combustion. The results show an important increase of content aspects considered by the teacher during self-confrontation. We concluded that CoRe is an efficient tool that can contribute to elicit teacher’s awareness about the significant aspects of content pedagogical knowledge.

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Published

2023-09-25

How to Cite

Ouerghi, M., & Kilani, C. (2023). Promoting Awareness about Pedagogical Content Knowledge . Journal of Educational Technology and Instruction, 2(2), 67–79. Retrieved from https://ijeti-edu.org/index.php/ijeti/article/view/91

Issue

Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction

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Articles

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Copyright (c) 2023 Meissa Ouerghi, Chiraz Kilani

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