Search results for: Pedagogical content knowledge
Page 8/23 222 items
This study describes changes in secondary mathematics teachers’ mathematical knowledge for teaching function through their engagement in a mathematics methods course teaching experiment. The participants in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. The course focused on function which supports work in the classroom; by focusing on one topic, teachers experience the sequencing of tasks and topics in ways that build a conceptual understanding, much in the way that they might design a curricular sequence in their own classroom.Furthermore, the course activities provided teachers with opportunities to refine and elaborate those initial understandings.
Updated: Jan. 05, 2016
This study examined the problem-solving skills of preservice teachers through the use of an online video case with question prompts. This research was a three-level video presentation by two-grade-level between subjects factorial design. The findings indicate that, although the participants drew from at least one teaching knowledge component at any stage of the problem-solving process, they rarely used their content knowledge. The authors provided explanations for preservice teachers’ ability to use their teaching knowledge in video-based problem solving. In addition, the results reveal that the elementary education majors generated pedagogical and content solutions at a higher level than the secondary education counterparts.
Updated: Dec. 20, 2015
Learning How to Teach Chemistry with Technology: Pre-Service Teachers’ Experiences with Integrating Technology into Their Learning and Teaching
This article reports on Teaching Teachers for the Future (TTF) research, The Australian Government initiative. The research involve 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously.
Updated: Dec. 07, 2015
The present study applied an Integrated Triadic Model (ITM) to a social studies methods course and measured the extent that preservice teachers’ TPACK changed. The study also gathered beliefs about the effectiveness of course activities for developing TPACK. The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers’ TPACK.
Updated: Nov. 10, 2015
In this article, the authors are interested to measure the preservice teachers' Pedagogical Content Knowledge (PCK) and their personal constructs of teaching about mathematics lesson plans during their teacher education program. The results of the content analysis show that the constructs of the pre-service teachers have a wide variation and could be summarized within different themes. TELPS could also indicate whether there is a difference between first semester pre-service teacher students’ PCK and final semester pre-service teachers’ PCK. The authors conclude that the development of PCK is an important element of any teacher education program, and TELPS appears to be useful in determining pre-service teachers’ PCK.
Updated: Nov. 09, 2015
The present study investigated changes in inservice teachers’ technological pedagogical content knowledge and technology integration self-efficacy as a result of engaging in collaborative instructional design with Web 2.0 tools. The authors found that the successes in implementing learning activities recorded in the teaching portfolios were attributed to the collaborative nature of instructional design, whereas the perceived weaknesses were attributed to personal planning skills.
Updated: Oct. 13, 2015
The Dialogic Space Offered by Curriculum-Making in the Process of Learning to Teach, and the Creation of a Progressive Knowledge-Led Curriculum
In this article, the authors argue for greater conceptual clarity between curriculum and pedagogy, and between the worlds of children’s experience and disciplinary knowledge, in order to deepen teachers’ understanding of the practice of teaching. The article shows how using the conceptual tools of curriculum making is key to becoming, and developing as a teacher.
Updated: Oct. 08, 2015
Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program
This study examined the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Findings revealed that individual knowledge components made statistically significant and unique contributions to preservice teachers' TPACK.
Updated: Aug. 30, 2015
The Role of Subject Knowledge in Primary Prospective Teachers’ Approaches to Teaching the Topic of Area
This study examines how prospective teachers’ subject knowledge influences their approach to teaching the topic of area. The strengths and limitations of the participants' subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations.
Updated: Aug. 19, 2015
Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge
This article proposes a visual and quantitative representation of TPACK that will help teachers better understand the TPACK framework and track their growth in the knowledge domains over time. The authors found that many students used “TPACK” to refer to both the knowledge domain and the overall model in their reflections. While this improper use of terminology could be construed as a lack of understanding of TPACK, they believe this is another consequence of the video script, and not of the model. A common theme from the reflections gathered from treatment group A was that the TPACK radar diagram model was about growth and improvement.
Updated: Aug. 10, 2015