agent research has been conducted in learner-paced environments, where the instruction is broken into pre-determined instructional segments (Schroeder, Adesope, & Gilbert, 2013).
Keywords: reality shock, pedagogical
formation, physical education teacher
Nature, sources and development of pedagogical
content knowledge for science teaching.
Content Knowledge (PCK), referred to the content knowledge associated with the teaching-learning process, integrating content and pedagogy with the aim of developing better teaching practices.
The notion of pedagogical
competence has received lately and the acceptance of the minimum professional standard required to raise a person in pursuit of the main tasks of the teaching profession, so that society to be protected from the risk of exercise this crafts by people not sufficiently prepared.
Design and development of ITSs requires involvement of researchers from different study fields because, in addition to necessary problem domain knowledge and programming skills, the expertise from teachers and psychologists is also needed to develop tutoring strategies, pedagogical
module, and student model.
Teachers with deep pedagogical
knowledge understand how students construct knowledge and acquire skills; develop habits of mind and positive dispositions towards learning.
In contrast, studies such as the one by Zeichner, Tabachnic, and Densmore (1987) have concluded that the theoretical and practical knowledge that student teachers acquire in initial teacher education programs have little influence on their subsequent professional practice, while others (Calderhead & Miller, 1986; Shulman, 1986a, 1986b) have claimed that the principal source of teachers' pedagogical
knowledge is the classroom experience.
These reflections about the pedagogical
project and the participation of students in their education encouraged the definition of the following guiding questions: what is the participation of nursing students in the development of the pedagogical
TPACK urges teachers to seamlessly incorporate content knowledge, pedagogical
knowledge, and technological knowledge.
Professors Jose Manuel Tourinan Lopez and Rafael Saez Alonso are in charge of this pedagogical
view in this rigorous structured work that develops its thesis in nine chapters organized in two parts.
ABSTRACT The purpose of this study was to evaluate the effectiveness of Web-based animated pedagogical
agents on critical thinking among nursing students.