his study aimed to explain the conceptual model of the development of PEDAGOGICAL CONTENT KNOWLEDGE among new teachers. The research method is the thematic synthesis of scientific-research studies related to the subject of the current research, which is taken from 6 main university databases in the time period of 2010 to 2021. Based on the inclusion criteria, 42 studies were approved and included in the synthesis process. In order to increase the credibility of the research, things such as: the evaluator for recoding the data, the detailed description of the research steps, and clear and defensible indicators were used to select the input studies. Based on the findings, two facets of (PCK) were revealed: the academic facet, which is an external construct, and the classroom (PCK) facet, which is an internal construct. Both aspects were recognized as the necessity of training new teachers for professional development, which should be given importance like two sides of the same coin. Finally, the conceptual model of new teachers' (PCK) development was presented and its components and aspects were explained.

Background and Objectives: The purpose of the present study was to reflect on PEDAGOGICAL CONTENT KNOWLEDGE in geography education, in order to identify and explain the constituent components of that KNOWLEDGE with a review of the relevant scientific literature. Methods: This research is a qualitative research and the research method used in this study is observational research. In the research study, the researcher conveys his personal summary of KNOWLEDGE and experiences in a field to others,Therefore, in this study, the researcher, after library study, has made an observational inquiry about educational CONTENT KNOWLEDGE and identified its constituent components and explained and explained them in the field of geography education. The verifiability of the findings has been done through peer review. Findings: The results of this study are the enumeration of PEDAGOGICAL CONTENT KNOWLEDGE components in four sections: audience KNOWLEDGE, specialized KNOWLEDGE, curriculum development KNOWLEDGE, and personal KNOWLEDGE. Conclusion: 5 questions and problems are asked for specialized KNOWLEDGE, 7 questions and problems for audience KNOWLEDGE, 5 questions and problems for curriculum development KNOWLEDGE, and 3 questions and problems for personal KNOWLEDGE. The problem has been identified in order to provide the basis for more researches in this field by introducing potential research issues and questions of the constructive components of educational CONTENT KNOWLEDGE of geography education.

PEDAGOGICAL CONTENT KNOWLEDGE ((PCK)) of science teachers has a complex and diverse nature. The purpose of the present study is to review the studies in this field and obtain a coordinated resultfrom the components and subcomponents of the (PCK) and to extract the components that have been further researched. The results of this research can be useful for researchers who are looking to identify or develop a specific group of teachers in a particular subject. The research method was metasynthesis and the data were analyzed using a seven-stage Marsh synthesis model. The statisticalpopulation, articles and dissertations are valid in the field of PC and 118 articles were identified based on the inclusion criteria and 41 research articles were selected for analysis based on the exclusion criteria. Data were collected and recorded by a form designed by researchers, and axial arm codings were performed by two independent evaluators, and the Kappa Cohen coefficient formula yielded an agreement between the evaluators of 0. 73. Five dimensions, 1-Educational KNOWLEDGE 2-Learners' KNOWLEDGE 3-context KNOWLEDGE 4-Curriculum KNOWLEDGE 5-Specific KNOWLEDGE of specific subject topics were identified. The three dimensions of education, learners and teachers' curriculum have been researched more than other components.

The research on teacher development has increased over the past two decades. Based on this, many studies have been done on the CONTENT KNOWLEDGE (CK) and the PEDAGOGICAL CONTENT KNOWLEDGE ((PCK)) of different science teachers, but limited studies have been conducted on the CONTENT KNOWLEDGE and PEDAGOGICAL CONTENT KNOWLEDGE of elementary schools science teachers; Especially the topic of photosynthesis. The purpose of this study was to investigate the effect of CONTENT KNOWLEDGE on PEDAGOGICAL CONTENT KNOWLEDGE of photosynthesis and plant growth in a group of elementary education teachers students at Fatemeh Zahra Campus of Esfahan. The population of the study consisted of 25 students of educational sciences. A questionnaire, preparation of lesson plan and interview were used to collect data. The most student teachers at the end of the first semester and attending science education classes were not very KNOWLEDGEable about conceptual problems of students in the field of photosynthesis and they had difficulties to choose the most important concepts. While the same students in the second semester were more effective in understanding the conceptual problems of students, also, none of the students had much experience in teaching science.

Background and Objectives: PEDAGOGICAL CONTENT KNOWLEDGE ((PCK)) is believed to affect teachers' practices in the EFL classroom. However, (PCK) seems to be a relative concept; being related to specific socio-cultural and contextual curriculum. Methods: To this end, through a thorough literature review and interviews with 60 pre-service teachers from Frahangian University, the items to be included in a (PCK) questionnaire were elicited. Additionally, 50 pre-service teachers from the target universities attended the process of developing and piloting the open-ended questionnaire. 176 other pre-service teachers completed a Likert scale (PCK) questionnaire including 56 items and 9 components. The factor analysis results were conducive to omitting 17 items and the final questionnaire encompassed 39 items. Then, 285 pre-service teachers completed a questionnaire whose reliability and construct validity had been confirmed through Cronbach’s alpha and factor analysis, respectively. Findings: The overall questionnaire enjoyed a reliability index of 902 and the reliability indices for the nine components were also estimated and reported. The construct validity of the scale was also confirmed through factor analysis. Conclusion: The (PCK) questionnaire developed and validated in the present study can be used in studies about EFL teacher education and (PCK) in the EFL context.

According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include CONTENT KNOWLEDGE (CK), PEDAGOGICAL KNOWLEDGE (PK), PEDAGOGICAL CONTENT KNOWLEDGE ((PCK)) and General KNOWLEDGE (GK). Of these competencies, CK and (PCK) are specific to teachers of each major while PK and GK are common among all majors. This study was an attempt to explore the components that constitute high school EFL teachers’ CK and (PCK) through review of the related literature and investigation of high school EFL teachers (N=40) and teacher educators’ (N=20) perspectives. Based on the CONTENT analysis of these two sources which resulted in strong agreement, 20 items of CK and 17 items of (PCK) were identified. To validate the items and explore their underlying factors, data were collected from 445 high school EFL teachers and teacher educators using a questionnaire. Factor analysis with Varimax rotation was carried out on CK and (PCK) items separately. Regarding CK items, factor analysis gave way to the emergence of three factors, namely KNOWLEDGE of the principles of language teaching methodology, KNOWLEDGE of linguistics, and language proficiency. Regarding (PCK) items, factor analysis also gave way to three factors, namely KNOWLEDGE of teaching and assessing the components of the curriculum, KNOWLEDGE of developing, planning and managing language teaching, and KNOWLEDGE of developing and evaluating instructional materials. The results of this study can be used in the design of high school EFL teacher education program.

The aim of this study is the introduction of a kind of integrative and interdisciplinary KNOWLEDGE for university teaching. This kind of KNOWLEDGE is a special integration of PEDAGOGICAL KNOWLEDGE and specific CONTENT KNOWLEDGE which university teacher supposed to teach that and it is called PEDAGOGICAL CONTENT KNOWLEDGE((PCK)). Although this KNOWLEDGE is known as the most influential kind of teaching KNOWLEDGE which could make the university teaching discourse more specific, the nature of that is vague in higher education curriculum. The reason of being vague is related to the interdisciplinarity nature of this kind of KNOWLEDGE. This paper would anatomy this kind of KNOWLEDGE which has an integrative nature. To this aim, the subject of mathematics has been selected as a case study. Data of this study have been collected through semi-structured interviews and observations from 27 of university mathematics teachers who were in a spectrum from beginner to the teachers with more than 30 years of experience. Data were analyzed through coding and making themes and resulted in a model with 4 main themes. This model makes a more discussable about this kind of KNOWLEDGE an university teaching. Furthermore, it could make an appropriate framework for designing interdisciplinary fields of study which are the result of integration of two kinds of KNOWLEDGE of pedagogy and specific field like mathematics and science.

In an attempt to shed light on how expert teachers of English language are distinguished from non-experts, the present research explored how PEDAGOGICAL CONTENT KNOWLEDGE, as a characteristic of experts relates to four other dimensions of expertise in ELT. These include teacher’ s experience, cognitive skills, professional development and learner-centered teaching. To this aim, a questionnaire was developed based on the related literature, comprising 109 items, 41 of which enquired about PEDAGOGICAL CONTENT KNOWLEDGE and the rest about the other dimensions of expertise in ELT. The reliability and validity of the test were confirmed. The SEM analysis results showed that PEDAGOGICAL CONTENT KNOWLEDGE was positively and significantly correlated with teacher’ s experience, cognitive skills and learner-centered teaching. It also showed to have a statistically significant causal relationship with professional development. The findings proved the significance of PEDAGOGICAL CONTENT KNOWLEDGE as a prominent feature of expertise in ELT, which requires attention to teacher’ s lesson planning, class management, problem solving, learning assessment/feedback and task design in teacher education programs or teacher evaluation program especially for the sake of teacher professional development.