Search results for: Pedagogical content knowledge
Page 21/23 222 items
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed
In this article, the authors critically analyze extant approaches to technology integration in teaching. The authors argue that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. They recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration.
Updated: Jul. 06, 2009
Improving Preservice Middle Grades Science Teachers’ Understanding of the Nature of Science Using Three Instructional Approaches
The purpose of this study was to examine changes in preservice teachers’ understanding of the nature of science (NOS) as a result of four activity-based interventions. These interventions represent three instructional approaches used in a middle grades science methods course. 10 participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated.
Updated: Jun. 15, 2009
This study provides findings on assessments used to determine candidates' knowledge of pedagogy at program entry and exit. The general question this study explored was: What claims can be made about the knowledge and skills of early childhood teacher candidate graduates? Pre- and post-assessments were administered to 147 EC-4 teacher candidates to measure the growth of their knowledge from program entry to exit.
Updated: Jun. 11, 2009
Curriculum-Context Knowledge: Teacher Learning From Successive Enactments of A Standards-Based Mathematics Curriculum
This study characterizes the teacher learning that stems from successive enactments of innovative curriculum materials. The study conceptualizes and documents the formation of curriculum-context knowledge (CCK) in three experienced users of a Standards-based mathematics curriculum. The results point to the larger need to account for the knowledge necessary to use Standards-based curricula and to relate the development and existence of well-elaborated knowledge components to evaluations of curricula.
Updated: May. 25, 2009
The paper presents a tutor-centered tutoring model. That model aims to develop and establish the pedagogical-disciplinary knowledge and skills of prospective teachers. The research findings focus on the evaluation of the model by its participants - tutors, tutees and program coordinator. The findings also indicate that the main tutoring targets were achieved.
Updated: May. 04, 2009
Preparing to Teach Mathematics With Technology: An Integrated Approach to Developing Technological Pedagogical Content Knowledge
This paper provides examples from teacher education materials that were developed using an approach that integrally develops teachers' understandings of content, technology, and pedagogy to prepare them to teach data analysis and probability topics using specific technology tools. The authors conclude that mathematics teachers need to know how to capitalize on the power of technology to create lessons that assist students in developing understandings of mathematics.
Updated: May. 04, 2009
Rehearsing to Teach: Content-Specific Deconstruction of Instructional Explanations in Pre-Service Teacher Training
The article proposes the importance of rehearsing instructional explanations. It also suggest fine-tuning the coherence and meaningfulness of instructional explanations before pre-service teachers start practice teaching. The article presents actual examples of such rehearsals in which the pre-service teachers demonstrated the need for developing deeper pedagogical understanding of the ways their elementary school students construct their content knowledge.
Updated: Apr. 30, 2009
Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers
In this paper, the authors argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to instruct science teachers. In particular, the authors contend that the construct of pedagogical content knowledge (PCK) can be adapted to the context of knowledge for teaching science teachers.
Updated: Apr. 06, 2009
University instructors discuss a required educational technology course in a teacher education program. They examine the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action research data.
Updated: Mar. 11, 2009
This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university professor. The study explores the nature of the mentoring relationship and reports the type of teacher learning that occurred. It particularly focuses on the teachers’ development of science pedagogical content knowledge (PCK).
Updated: Feb. 04, 2009