Pedagogical Content Knowledge (PCK) is the basic skill that represents teacher professionalism and has proven useful for investigations in documenting knowledge that makes a good teacher. Teachers are one of the recognized intellectual actors who have a knowledge base and a set of skills developed during their teaching activities to produce competent and highly competitive human resources in dealing with the currents of globalization, accompanied by the increasingly sophisticated technological development. This research aims to see historically the birth of PCK, the growth and development of research on PCK. The method used is a documentary study by analyzing documents, both journals and books that discuss the results of PCK research. The result of the analysis shows that when PCK research began to grow and develop, there were differences in the term PCK. There was a pattern of change in the subject of PCK research, a fundamental change in PCK knowledge by integrating technology in it (TPACK). It can be summed up that the future PCK research is directed at PCK improvement strategies for preservice and inservice teachers as well as training teachers to be able to integrate technology in classroom learning (TPACK).

The objective of this paper is to detect an effect of rainfall variation and to attribute it to natural forcings, in particular temperature (effect of the sun) on rainfall in Burkina Faso. To achieve our objective we will use linear mixed models with random effect by making an approach between the climatic variables.