<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Carmen   Fernandez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS’ TRAINING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">knowledge base of teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">professional knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">Teachers’ education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1421876658.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">60</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has “knowledge base”, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers’ professional knowledge and it has been widely used in the literature about teachers' knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK difficult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">79-100</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marina Miyuko Akutagawa Tacoshi</style></author><author><style face="normal" font="default" size="100%">Carmen   Fernandez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge base of teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical content knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1423570850.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">62</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools’ educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students´ higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">124-127</style></section></record></records></xml>