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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This research aimed to reveal the nature of Pedagogical Content Knowledge (PCK), as well as to integrating the digital lectures into teaching for fostering student teachers’ PCK. The digital lectures were designed in streaming videos. The procedures were conducted for eight weeks on undergraduate science teachers at the Faculty of Education. A quasi-experimental, pre-test–post-test, comparison group design was used. The results exhibited that capturing science teachers’ PCK requires rethinking of the PCK term itself, and modifying it to become more comprehensive, accurate and expressive of all its dimensions.The educators and researchers' view of the PCK should change from mere knowledge to an integrated set of academic and educational experiences. The ANCOVA results demonstrated that there were no significant differences between the experimental and comparison groups for both content analysis and lesson planning topics. While the results of ANCOVA demonstrated significant differences between two groups for the educational objectives topic and overall test, but these differences were very slight.It can be concluded that both digital lecture and traditional method had influenced student teachers' performance equally. Therefore, the author suggests integrating digital lecture and e-learning techniques with face-to-face learning methods to benefit from the advantages of both of them and achieve effective and successful teaching.The current research highlights the new term of pedagogical content experience (PCE) and further research is needed to outline it to provide further evidence for its validity. |
| Keywords: Digital Lectures, Pedagogical Content Knowledge, Prospective Science Teachers, Teacher Professional Development, Undergraduate Science Teachers |
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