Search results for: Pedagogical content knowledge
Page 7/23 222 items
Pre-service Elementary School Teachers’ Ability to Account for the Operation of Simple Physical Systems Using the Energy Conservation Law
In this study, the authors report on the results of an empirical investigation of teachers’ understanding of energy. In particular, the focus is placed on pre-service teachers’ ability to employ energy as a framework for analyzing the operation of physical systems. The results corroborate the claim made in the literature that teachers typically do not possess functional, coherent understanding of this principle. Most importantly, the data serve to identify and document specific difficulties that hamper attempts to use energy for the analysis of the operation of physical systems. The difficulties which the authors were able to document lend support to the idea that it is important to introduce the idea of energy degradation alongside the conservation of energy principle.
Updated: Mar. 30, 2016
This study describes the designing and implementation process of a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course. The findings showed that the preservice teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching.
Updated: Mar. 30, 2016
Prospective Secondary Mathematics Teachers’ Pedagogical Knowledge for Teaching the Estimation of Length Measurements
This article investigated prospective secondary mathematics teachers’ pedagogical knowledge for teaching the estimation of length measurements. The author examined the participants' personal benchmarks for measurement estimation. Thematic analysis revealed that prospective teachers possessed various benchmarks for measurement estimation that enabled them to estimate length measurements, but these benchmarks for measurement estimation were not evident in participants’ pedagogical knowledge for teaching the estimation of length measurements.
Updated: Mar. 29, 2016
Investigating the Unit of Study Approach as a Way to Teach Writing to Early Childhood Education Preservice Teachers
In this study, the authors wanted to investigate what early childhood education preservice teachers (PSTs) learn about poetry and the writing process when engaged in a poetry unit of study. The findings revealed that a unit of study format: (a) served as a vehicle to deconstruct and develop new genre awareness; (b) helped PSTs live process aspects of writing instruction; and (c) supported PSTs in developing genre-specific knowledge through the use of mentor texts.
Updated: Mar. 28, 2016
Improving Chilean In-service Elementary Teachers’ Understanding of Nature of Science Using Self-contained NOS and Content-Embedded Mini-Courses
This study investigated how elementary teachers’ understanding of nature of science (NOS) was impacted through a 1-year professional development program in Chile that included NOS instruction as a theme throughout two types of mini-courses in the program. Elementary teachers’ understanding of the creative, inferential, and tentative aspect of NOS showed improvement.
Updated: Feb. 29, 2016
This case study describes how 18 preservice teachers learned to nurture literary meaning-making via activities based on Louise Rosenblatt's Reader Response Theory within a multi-user virtual environment (MUVE). The authors found that these preservice teachers were able to learn about a technology integration activity within the context of building English Language Arts (ELA) pedagogical content knowledge.
Updated: Feb. 29, 2016
The Influence of University Courses and Field Experiences on Chinese Elementary Candidates’ Mathematical Knowledge for Teaching
In this study, the authors investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. This study provides evidence that candidates who were exposed to greater numbers of topics in general pedagogy courses had higher levels of MKT in number and operations (N&O). The study also found that exposure in general pedagogy courses to two specific topics, classroom management and collaborative group work, was especially valuable for teaching candidates’ MKT. Finally, this study found that the extent to which a teaching candidate engages in student teaching with full responsibility for instruction was directly related to their level of MKT in N&O while the overall length of student teaching did not seem to matter.
Updated: Feb. 23, 2016
This study is interested to understand the relationship of teacher educational and career experience variables with instructional alignment. The results of the fixed effects models indicate significant, positive associations, though they are generally modest in magnitude.
Updated: Jan. 26, 2016
Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates
The action research methodology for this study reports findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. The action researchers suggest that continued research and a larger sample size is needed to provided empirical evidence of the causal variables and factors that affect candidate performance on the examination. However, the observed phenomena and semi-structured follow-up reflections of the first-time passers may promote evidence of Maslow’s motivation theory in practice and the intrinsic love for teaching by the candidates who participated in the treatment and successfully passed the test.
Updated: Jan. 25, 2016
Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education
This article aims at investigating the impact of structural differences in teacher education on teachers’ CK and PCK. Therefore, the authors conducted a cross-sectional comparison with German pre- and inservice mathematics teachers at different points in their teaching careers. The findings showed that the CK of the teacher groups considered here differed significantly. As expected, the largest differences in CK and PCK were found between the beginning and the end of initial teacher education. Differences in the structures of teacher education were reasonably well reflected in participants’ CK and PCK.
Updated: Jan. 21, 2016