Search results for: Pedagogical content knowledge
Page 3/23 223 items
Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher’s Pedagogical Content Knowledge Development
The purpose of this study is to describe the strategies used by a highly regarded, secondary biology mentor teacher to foster a preservice biology teacher’s pedagogical content knowledge (PCK). In this study, the mentoring was exclusively focused on beliefs about effective science teaching and how students’ learn science. The mentor teacher helped preservice teacher understand why he should teach in particular ways. The mentor also helped the mentee develop his topic-specific knowledge of students’ understanding of science by discussing common misconceptions revealed in students’ conversations and examination responses. She modeled ways for the mentee to access students’ misconceptions.
Updated: Jul. 04, 2017
Preservice Teachers' Use of the Technology Integration Planning Cycle to Integrate iPads Into Literacy Instruction
The goal of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC). A planning cycle for integrating technology into literacy instruction. Reading Teacher to integrate iPads into literacy instruction. The findings revealed that: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle
Updated: Jul. 03, 2017
The primary purpose of this study was to measure important characteristics of professional development that may influence its effectiveness. The second purpose was to determine if any of the characteristics of effective professional development predicted teachers’ use of new knowledge/skills. The results reveal that the professional development instrument appears to be a viable tool for capturing teacher perceptions about characteristics of professional development. The instrument could provide information for state and district leadership about the quality of teachers’ professional development.
Updated: May. 29, 2017
The aim of this study is to consider the role of self-confidence upon the approach to teaching and development as a teacher for a group of new academics. The current paper has aimed to illustrate the different ways in which confidence manifests itself in the participants’ experience of developing as a new teacher. The findings indicate a number of interrelationships between: confidence and content knowledge; confidence and approach to teaching; and experience and confidence. What was also apparent in the relationship between confidence and approach to teaching was the importance of richer and fuller incidental feedback from students, as a result of the use of more interactive approaches, upon an individuals’ confidence.
Updated: Mar. 26, 2017
This article is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. The authors describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how they use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice.
Updated: Mar. 01, 2017
Developing Prospective Teachers’ Conceptions with Well-Designed Tasks: Explaining Successes and Analyzing Conceptual Difficulties
The purpose of this study was to explore how prospective teachers’ (PTs’) conceptions of various mathematical topics develop.Consistent with prior findings, this study showed that PTs entered with limited conceptions. This study showed further that (a) well-designed tasks (addressing the PTs’ incoming conceptions as well as focusing on the desired conceptions) can help PTs develop content knowledge, (b) conceptual difficulties may persist even with well-designed tasks, and (c) artifacts of children’s mathematical thinking can be used to develop mathematical content knowledge.
Updated: Jan. 01, 2017
Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-study to Understand Teaching Practice and Aspects of Knowledge
In the self-study reported here, the aim was to acquire a deeper understanding of the challenges and opportunities that teacher educators and student teachers encounter while working with, and learning about, ICT as a tool for learning. This learning interest focused on both the practical aspects highlighted during the course and the more theoretical perspectives of knowledge and learning that emerge when technological aspects and tools are included in the process of teaching, learning, and assessing. One of the learning interests of this self-study was to analyze how the authors elaborated and developed their understanding of the theoretical framework of Technological Pedagogical Content Knowledge (TPACK).
Updated: Dec. 20, 2016
Preservice Teachers’ Connections of Pedagogical Knowledge to Mentoring At-Risk Adolescents: Benefits and Challenges
The purpose of this study was to examine preservice teachers’ connections of pedagogical knowledge to mentoring at-risk high school adolescents as an approach to enhance preservice teachers’ pedagogical understanding. Major findings generatedfive themes: (a) relationship building, (b) academic immediacy, (c) embracing a professional lens, (d) a student-centered pedagogical philosophy, and (e) self-efficacy.
Updated: Nov. 02, 2016
The purpose of this article is to look for clarity about what reflection is, what it is not, and how it works, by closely revisiting the seminal works of Dewey, Schön, and Wertheimer. It is argued that reflection is a descriptive notion—not a prescriptive one—and that it refers to the thinking process engaged in giving coherence to an initially unclear situation.
Updated: Oct. 05, 2016
Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching
The purpose of this study was to explore differences in mentoring across three dissimilar clinical settings: student teaching, early field experiences, and entry year teachers. The findings suggested a wide range of Pedagogical Knowledge across all three clinical settings. In each of the three clinical settings, the mentors perceived their roles to be different. Furthermore, two key differences influenced mentoring across these three clinical settings. The first was the amount of interaction time. The second difference was the degree to which the mentor understood university expectations.
Updated: Sep. 28, 2016