Teacher Professional Development Focusing on Pedagogical Content Knowledge

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Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “…teachers could (a) learn and practice reappraisal modalities thus curbing emotional suppression tendencies, (b) know and act specific instructional practices in order to motivate students, and (c) reflect on their experiences, individually or in group discussion (e.g. Van Driel & Berry, 2012).”
A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge (2016, background): “The more representations teachers have at their disposal and the better they recognize learning difficulties, the more effectively they can deploy their PCK (van Driel & Berry, 2012).”
Extending experiential learning in teacher professional development (2016, background): “Further, teachers can engage in conversation, collaboration and observation, which Fullan (2001) identifies as necessary for effective changes to professional practice, as well as individual and collaborative reflection on their experience of implementing new initiatives (Van Driel & Berry, 2012).”