Asian Journal of Interdisciplinary Research | 2026
Authors: Chang Y.-Y.
DOI: 10.54392/ajir2617
Journal: Asian Journal of Interdisciplinary Research
Year: 2026
Publisher: Asian Research Association
Document Type: Article
Open Access: All Open Access; Gold Open Access
Cited by: 0
Informed through Shulman’s Pedagogical Teaching Knowledge (PCK), this study further explores how teachers acquire and utilize PCK, while enriching research on PCK and Problem-Based Learning. In these environments, collaboration and guidance, as well as teachers being responsive, are central. Lay of knowledge in the literature is particularly prevalent in qualitative work. Not a lot of studies “have really looked at how teachers ‘practice’ the teacher professional knowledge that they hold, through interaction as they go through a classroom episode and then through reflection on those practices.” By putting reception teachers in behaviour in classrooms, in PBL scenarios, through the lens of PCK, this study conducts a MAXQDA analysis of the transcription of records of classroom transcripts and observational data. By positioning teachers’ guidance strategies, emotional scaffolding, and situational regulation within the PCK ‘sphere’, this study aims to clarify what constitutes teachable knowledge of a subject to teachers as a collaborative opportunity. This also theoretically redefines the “space” of subject teaching knowledge, making it applicable to PBL teaching. Methodologically, we show qualitative coding and triangulation, and how they are used to build the argument on teacher knowledge. © The Author 2026. The text of this article is open access and licensed under a Creative Commons Attribution 4.0 International Licenses.
MaxQDA; Pedagogical Teaching Knowledge; Problem-Based Learning; Qualitative Analysis