Search results for: Pedagogical content knowledge
Page 13/23 222 items
The main goal of this self-study was to determine the extent to which an instructor's pedagogical knowledge and practice would be enhanced though the use of Just-in-Time Teaching. The findings reveal that the JiTT strategy has indeed strengthened many areas of the instructor's pedagogical content knowledge. The JiTT activities allowed the instructor to assess easily the prior understandings of her students so that she could better address any misconceptions or gaps in their science knowledge. The in-class follow-up to each activity also forced the instructor to expand her understanding of instructional methodologies. Finally, the findings reveal that the JiTT strategy has indeed strengthened many areas of the instructor's pedagogical content knowledge.
Updated: Dec. 01, 2013
Reflective Journals: Making Constructive Use of the “Apprenticeship of Observation” in Preservice Teacher Education
In the author's introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. In this article, the author shares typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels. The author discusses choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.
Updated: Nov. 25, 2013
Examining the Impact of Educational Technology Courses on Pre-Service Teachers’ Development of Technological Pedagogical Content Knowledge
The present study aimed to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses.
Updated: Nov. 25, 2013
Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge
This article investigates the ways in which novices construct tasks that demand students’ interpretive and evidence-based thinking in history. This article also examines novices’ capacity to attend to and create space for their students’ interpretive and evidence-based thinking when taught to do so in their methods coursework. The author focuses on three case studies of preservice history teachers. By the end of the year, only one student emphasized both interpretive and evidence-based thinking, while the second student emphasized interpretive thinking, and the third student emphasized neither.
Updated: Nov. 20, 2013
This article presents an example of the use of peer review in teacher education. The participants were 60 pre-service secondary school teachers enrolled at the Melbourne campus of the Australian Catholic University. This study has shown that peer review has the potential to improve skills and pedagogical techniques for the classroom of future teachers. In addition, the participants in this study tended to view feedback from the peer review in a positive light even in situations where they found the feedback to be strongly critical of their work.
Updated: Nov. 19, 2013
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
This article examines the effectiveness of teacher education programs from fifteen countries with respect to mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as cognitive outcomes after equalizing their teacher intake. Data from the comparative TEDS-M study revealed that the mathematics content knowledge (MCK) and the mathematics pedagogical content knowledge (MPCK) of primary teachers differed significantly at the end of teacher education between the participating countries and between teacher education programs within countries.
Updated: Oct. 29, 2013
Pedagogical content knowledge (PCK) includes teachers’ understanding of how students learn, or fail to learn, specific subject matter. Hence, professional development programs should focus on the development of PCK. The article implies that professional development programs should be closely aligned to teachers’ professional practice.
Updated: Oct. 22, 2013
The authors propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). The authors consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment.
Updated: Aug. 19, 2013
The purpose of this article is twofold. Firstly, to examine the pre-service teachers’ knowledge of mathematical content, and the effectiveness of a pre-service mathematics curriculum subject in improving that knowledge. Secondly, to compare this knowledge with that of the students whom they would be teaching. The results showed that many pre-service teachers entered this teacher education program with very poor levels of mathematical content knowledge. However, the preservice teachers improved their mathematical knowledge after participating in the pre-service teacher education unit on mathematics education.
Updated: Jul. 24, 2013
This study aimed to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools.
Updated: Jul. 22, 2013