Search results for: Pedagogical content knowledge
Page 20/23 222 items
This article describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (TPACK). The development of TPACK by teachers is critical to effective teaching with technology. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
Updated: Feb. 21, 2010
Teaching Science with Technology: Case Studies of Science Teachers’ Development of Technology, Pedagogy, and Content Knowledge
This study examines the effects of a professional development program (TEC) on science teachers’ development of technology, pedagogy, and content knowledge (TPACK). The The program was found to have positive impacts to varying degrees on teachers’ development of TPACK. Contextual factors and teachers’ pedagogical reasoning affected teachers’ ability to enact in their classrooms what they learned in the program. Suggestions for designing effective professional development programs to improve science teachers’ TPACK are discussed.
Updated: Feb. 21, 2010
What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this construct.A Mathematics Teacher Development Model describes the development of TPACK toward meeting these standards. The standards and model provide structured detail to further the work of various groups.
Updated: Feb. 07, 2010
Novice Special Educators' Instructional Practices, Communication Patterns, and Content Knowledge for Teaching Mathematics
In this study, the authors examine the influence of teacher and student communication patterns, instructional practices, and teacher pedagogical content knowledge on students' mathematics learning in both general and special education mathematics classrooms. Five pre-service special education teachers and 43 students with varying disabilities participated in this study. Results reveal two sets of instructional practices, communication patterns, and teacher understandings of mathematics for teaching that differentially affected student performance. Implications are discussed for teacher education and further research.
Updated: Jan. 12, 2010
Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers’ Knowledge
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers. The study explores the influence of the textbook on the teachers’ pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. The teachers’ learning was influenced by their own personal characteristics as well as textbook qualities.
Updated: Dec. 24, 2009
In this study, five elementary teachers and a university researcher developed and implemented problem-based learning (PBL) experiences in the context of science teaching and learning. A variety of qualitative methods were used to examine the engagement and development of teachers' pedagogical content knowledge (PCK).Implications for how teachers may be supported when adopting instructional innovations are discussed.
Updated: Nov. 16, 2009
A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers.Results suggested that while teachers’ mathematics content knowledge did not change significantly, pedagogical content knowledge did increase.
Updated: Nov. 11, 2009
Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development
The purpose of this study was to investigate the relationship between teachers’ participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). 69 teachers participated in this study. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and (2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism.
Updated: Nov. 03, 2009
This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The model suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to explore the “auditable trail” of data from a North American lesson study case. The authors argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan.
Updated: Oct. 14, 2009
In this paper, the authors argue that teacher educators need to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, teacher educators will need to undo a number of historical divisions that underlie the education of teachers. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
Updated: Jul. 20, 2009