Dear Mr Rasel Babu,

I am writing to inform you that I read two interesting article about assessing pedagogical knowledge of teacher. In my opinion it is very useful.

Please find attached article as a PDF file.

I hope I have been of some help.

Best regards,

Andrija

Dear Rasel,

Several tools may be accessed and used for your intended purpose. I encourage you to read a couple of papers ( attached links below). 

Things you should be considering before opting for a specific tool

1: The objective of assessment, subject in which you want to measure the the pedagogical content knowledge of teachers.

2: Language, readability and meaning wise (consider translated versions if English is not the first language)

3: Make sure the test/tool is piloted and has a decent level of reliability and validity in your intended context. Make amendments if needed before actually running a full test.

4: You may want to reduce the length of the tool or pick certain sections that suit your research question, again making sure the tools validity and reliability stays relevant after the changes as well. (Consider factor analysis)

All this from personal experience and lessons learned along the way.

Always remember Less is more!

http://sii.soe.umich.edu/newsite_temp/documents/pck%20final%20report%20revised%20BR100901.pdf

https://ervet-journal.springeropen.com/articles/10.1186/s40461-016-0031-2

Dear Mr Rasel Babu,

I am writing to inform you that I read two interesting article about assessing pedagogical knowledge of teacher. In my opinion it is very useful.

Please find attached article as a PDF file.

I hope I have been of some help.

Best regards,

Andrija

I would like to suggest that you include teachers' ability to accommodate for the the growing cultural diversity in their classrooms and their ability to select course content that also accommodate for this diversity. I have attached a link to my dissertation with the instrument that I used that I hope would be helpful for you.

Best regards,

Debra

Article Workforce Education and Development Curriculum Responsivenes...

Article One Style Does Not Fit All: Facilitating Cultural Difference...

The following resource may be helpful. See http://www.tpack.org/.

I purpose to use concordance matrix between educational content and skills. This tool will clarify gray areas, then you adjust the curriculum.

Hi dear 

Teachers knowledge and skills could be check periodically to make sure that they keep updated all the time Specifically in their ways of delivering the material. You can use different types of scaled questionnaire to check both knowledge and skills. The assessment will be more complex passing  from primary school teachers to secondary schools teachers. 

Liqaa 

You might find a book by my colleague to be useful:

Fan, L. (2014). Investigating the pedagogy of mathematics: how do teachers develop their knowledge. London: Imperial College Press.

https://eprints.soton.ac.uk/359254/

can somebody suggest for me an appropriate journal where i can submit a research article on teaching approaches in secondary school physics

Research in the Schools Journal would be a good one:

http://www.msera.org/publications-rits.html

Best regards,

Debra

Any public school teacher with a state license typically goes through a testing process. In NH and about 30+ other states, it's the PRAXIS I and PRAXIS II, in Massachusetts it's the MTELS.

Patricia, NSTA publishes The Science Teacher, which would be a good venue for your article (http://www.nsta.org/highschool/). Also you could check out the Journal of Research on Science Teaching, aka the NARST Journal (https://www.narst.org/publications/jrst.cfm) or the International Journal of Research on Science Teaching (http://www.tandfonline.com/toc/tsed20/current).

Rasel

Many scholars divide pedagogical content knowledge into two categories. The first is content-free pedagogies which are not connected to a specific subject but can be used across multiple academic disciplines (math, literacy, social studies, etc.). The second category is content-specific pedagogical knowledge. I am most familiar with the work of Deborah Lowenberg Ball and her team at the University of Michigan. They have developed robust measures of both teachers' content knowledge of math and also their knowledge of math-specific pedagogical knowledge. I have attached on of their articles from 2005.

Hello Rasel:

Pedagogical Content Knowledge: Teachers' Integration of Subject Matter, Pedagogy, Students, and Learning Environments

by Kathryn F. Cochran, University of Northern Colorado

"Those who can, do. Those who understand, teach."

(Shulman, 1986, p. 14)

Look at this article which explains the above-mentioned content. It will be useful to you. 

Guillermo

Why not utilize the Community of Inquiry framework and amend its survey? It would be interesting to see how the three presences are reflected at that level.

Chapter Tensions between cognitive and social presence in blended k-...

You can find exactly what you are looking for for the subject of mathematics in Debora Lowenberg-Ball's work - The links to all the following articles can be found at https://deborahloewenbergball.com/pubs-intro/#publications:

Learning Mathematics for Teaching Project. (2011). Measuring the mathematical quality of instruction. Journal of Mathematics Teacher Education, 14(1), 25-47.

Ball, D. L., & Forzani, F. M. (2011, Summer). Building a common core for learning to teach, and connecting professional learning to practice. American Educator, 35(2), 17–21, 38–39.

Ball, D. L., & Forzani, F. M. (2010). Teaching skillful teaching. Educational Leadership, 68(4), 40–45.

Ball, D. L., & Forzani, F. M. (2010). What does it take to make a teacher? Phi Delta Kappan, 92(2), 8–12.

Thames, M. H. & Ball, D. L. (2010). What mathematical knowledge does teaching require? Knowing mathematics in and for teaching. Teaching Children Mathematics, 17(4), 220–225.

Ball, D. L., Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.

Ball, D. L., Hill, H. (2009). The curious—and crucial—case of mathematical knowledge for teaching. Phi Delta Kappan, 91(2), 68–71.

Ball, D. L., Sleep, L., Boerst, T., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. Elementary School Journal, 109, 458–476.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.

https://deborahloewenbergball.com/pubs-intro/#publications

The following article might be useful :

Developing an instrument for assessing college students’ perceptions of teachers’ pedagogical content knowledge☆

. Syh-JongJang  & .Shih-YingGuan

Procedia - Social and Behavioral Sciences

Volume 1, Issue 1, 2009, Pages 596-606

Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

John Lou S. Lucenario, Rosanelia T. Yangco, Amelia E. Punzalan, and Allen A.Espinosa

Education Research International

Volume 2016 (2016), Article ID 6068930, 9 pages

http://dx.doi.org/10.1155/2016/6068930

Research Article