@article {906,
	title = {KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS{\textquoteright} TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {79-100},
	abstract = {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 {\textquotedblleft}knowledge base{\textquotedblright}, 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{\textquoteright} professional knowledge and it has been widely used in the literature about teachers{\textquoteright} 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.},
	keywords = {knowledge base of teaching, pedagogical content knowledge, professional knowledge, Teachers{\textquoteright} education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.79},
	url = {http://oaji.net/articles/2015/457-1421876658.pdf},
	author = {Carmen   Fernandez}
}
@article {938,
	title = {KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {124-127},
	abstract = {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{\textquoteright} 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{\textasciiacute} 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.},
	keywords = {chemistry teacher education, knowledge base of teaching, pedagogical content knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.124},
	url = {http://oaji.net/articles/2015/457-1423570850.pdf},
	author = {Marina Miyuko Akutagawa Tacoshi and Carmen   Fernandez}
}
@article {611,
	title = {KNOWING MATHEMATICS-FOR-TEACHING: THE CASE OF PLANNING LEARNING ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {58-69},
	abstract = {Traditionally mathematical subject matter knowledge for teachers was defined with reference to the academic discipline of mathematics. Since the 1990s, however, a reconceptualization of what Shulman has called content knowledge for teachers has been suggested. In mathematics education, it has been conceptualized by some researchers through the notion of mathematics-for-teaching: the mathematics teachers need to know derives from the practice of teaching mathematics at the school level. The study reported upon in this article inquired into the mathematics-for-teaching used by elementary school teachers during joint lesson planning sessions. Implications for teacher education are discussed.},
	keywords = {mathematics teacher education, mathematics-for-teaching, teachers{\textquoteright} subject matter knowledge, teaching mathematics},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968802},
	author = {Thomas  Falkenberg}
}
@article {548,
	title = {KNOWLEDGE GENERATION IN EDUCATIONAL RESEARCH: CASE OF SOUTH AFRICA UNIVERSITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {47-60},
	abstract = {The objective of this study was to investigate forms of knowledge generation in educational research in South Africa in the periods 1995-1999 \& 2000-2004. The study was a quantitative by approach. Data from the universities in Gauteng region (South Africa) was extracted from 2340 bound theses database. The results revealed that there are twelve sectors (forms) that have been identified for knowledge generation in educational research.},
	keywords = {educational research, knowledge generation, postgraduate research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.47},
	url = {https://oaji.net/articles/2014/457-1405179843.pdf},
	author = {Liile L.  Lekena and Anass  Bayaga}
}
@article {518,
	title = {KNOWLEDGE LEVELS OF SCIENCE AND CLASSROOM TEACHERS ABOUT GIFTEDNESS CONCEPT},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {19-32},
	abstract = {This study aims to examine the knowledge levels of class and science teachers in primary schools about the education of gifted and talented children. As the sample in this study, 55 classroom teachers and 40 science teachers working at the city of Amasya in Turkey were selected, which was conducted within the scope of case study methodology. A test concerning the characteristics of gifted and talented children and a semi-constructed interview method were used in the collection of data. Considering the findings obtained, it can be stated that classroom teachers have a higher level of knowledge than science teachers do. In addition, it cannot be stated that classroom teachers have sufficient levels of knowledge about the education of gifted and talented children. Insufficiency in both teacher groups is considered to be due to the absence of any training concerning the concept of giftedness and the characteristics of these students in pre-service and in-service training processes in the past. In order not to have any hitches in the process for identification of gifted and talented children, studies should be made with respect to improving the knowledge levels and qualities of candidate teachers and the teachers on duty about the characteristics of gifted and talented children. },
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939895},
	author = {Murat  G{\"o}kdere}
}
@article {288,
	title = {KISWAHILI LANGUAGE: A STRATEGY TO OVERCOME ELUSIVE PEACE IN KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {109-117},
	abstract = {There are more than forty ethnic groups in Kenya. The largest of these is the Kikuyu, representing 22 percent of the population. Fourteen percent is Luhya, 13 percent is Luo, 12 percent is Kalenjin, 11 percent Kamba, 6 percent Kisii, and 6 percent Meru. Others, including the Somalis and the Turkana in the north and the Boran in the Great Rift Valley, comprise approximately 15 percent of the population. These ethnic categories are further broken down into subgroups. One percent of the population is non-African, mostly of Indian and European descent (Population Survey, July 2000).
 The 2007 elections outcome may have triggered the ethnic and post {\textendash}election violence, but the rate at which this degenerated into ethnic conflict showed how emotive the issue is. Today the country is trying to heal but the ethnic {\textquoteleft}overtones{\textquoteright} speak volumes. Many African countries have deep cleavages based on factors such as ethnicity and religion, (Assefa and Wachira, 1996,) 
This paper purposes to examine the elusive peace and social stratification among the Kenyan people. It further explores the role and utility of Kiswahili language in national unity and conflict management.
 The paper argues for the establishment of a language policy that would create a positive attitude toward a cohesive society, beginning with the Educational Institutions.
 The paper argues that proper language utility can introduce, guide and catalyze the National healing process in Kenya.
 },
	keywords = {conflict management, reconciliation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387046.pdf},
	author = {Pamela  Atieno Ochieng and Lydia  Cheruto and Judith  Achoka}
}
@article {223,
	title = {A KNOWLEDGE-BASED SOCIETY NEEDS QUALITY IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {15-21},
	abstract = {The model of a {\textquotedblleft}knowledge-based society{\textquotedblright} represents an ideal towards which the whole world strives. Today{\textquoteright}s society is based on knowledge as the main good, virtue and competitive advantage and higher education plays a crucial role in shaping a knowledge-based society. The purpose of this article is to position higher education within knowledge-based societies and to emphasis the growing importance of higher education. Discussions about the shift from elite to mass higher education will be outlined as well as the concept of {\textquotedblleft}universal higher education{\textquotedblleft}in the 21st century. With this theoretical basis the need of quality assurance in higher education will be stressed in to enhance, improve and even maintain a quality-focused orientation. Higher education institutions are in a time of great tensions {\textendash} they have to react quickly to educational needs of a fast-changing society and to assert one{\textquoteright}s position with other higher education providers. At present as well as for the future the necessity to assure quality for higher education systems to compete in a knowledge-based society at all levels {\textendash} national and global {\textendash} is evident.},
	keywords = {higher education, knowledge-based society},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266717.pdf},
	author = {Andrea Bernhard}
}
