Teachers Content Knowledge with Reference to Syntactic and Substantive Knowledge

Abstract

Teachers Content Knowledge with Reference to Syntactic and Substantive Knowledge was a new study. It was a pure qualitative study in nature. In this study two research questions were investigated in the literature. (1) What is syntactic knowledge with reference to teacher content knowledge in literature? and (2) What is substantive knowledge with reference to teacher content knowledge in the literature? This Study is very significant. In fact, it has clear teachers and students’ ideas regarding syntactic and substantive knowledge under the concept of Teachers content knowledge. Research concentrates on educator content information (TCK) in syntactic and considerable regions have revealed insight into the situation. Considering the articles that have been composed on educator content information syntactic and considerable, we can presume that instructors' information on grammar and the substance of what they are instructing are essential parts of powerful instructing. Research directed on educator content information in Pakistan has uncovered moderate to fair degrees of syntactic and meaningful TCK among instructors. These examinations have featured the requirement for educator preparing programs that can address the holes in TCK, particularly in subject-explicit regions like science, arithmetic, and language.