Lessons from an Integrative Review of Special Education Research on Pedagogical Content Knowledge in South Korea

Autor/inn/en	Park, Yujeong; Kim, Byungkeon; Koh, Hyejung; Martin, Melissa
Titel	Lessons from an Integrative Review of Special Education Research on Pedagogical Content Knowledge in South Korea
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 7, S.1275-1295 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2022.2041559
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Educational Research; Special Education Teachers; Students with Disabilities; Teacher Attitudes; South Korea + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Bildungsforschung; Pädagogische Forschung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Korea; Republik
Abstract	The primary purpose of this study was to synthesise the current research related to special education teachers' pedagogical content knowledge (PCK). Inclusion and exclusion criteria yielded a total of 13 studies, six of those using a qualitative approach and seven of those using a quantitative approach, and all the studies were from research conducted in South Korea. Findings were presented in terms of a general overview of the selected studies, eight methods and measures of assessing PCK of special education teachers (i.e. survey, text, questionnaire, interview, lesson observations, meeting observations, document analysis, and concept mapping), and eight components of PCK (e.g. knowledge of students' (mis)conceptions/difficulties, knowledge of instructional strategies, knowledge of content-related tasks and cognitive demands, knowledge of educational ends, knowledge of curriculum and media, context knowledge, content knowledge, and pedagogical knowledge). Based on the findings, lessons learned from the current status of PCK research in the field of special education in South Korea and ways to strengthen research and practice for special education teachers' PCK will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01