Search results for: Pedagogical content knowledge
Page 10/23 223 items
Understanding the Lived Experiences of Novice Out-Of-Field Teachers in Relation to School Leadership Practices
This article presents a study, which aimed to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment.
Updated: May. 12, 2015
The purpose of this study was to identify and explore the challenges that new secondary teachers experienced in the implementation of the Common Core State Standards (CCSS). The challenges include lack of preparedness for teaching CCSS, needs for understanding the CCSS language, the content in the standards, student learning, and the lack of resources. New teachers also reported challenges in collaboration with veteran teachers. They suggested that a collaborative learning community help them implement CCSS effectively. The collaboration should involve collaborative activities through peers, among school administration and teachers, online collaboration, and training workshops.
Updated: Apr. 30, 2015
The goal of this study is to describe an intervention intended to improve preservice teachers’ understanding of phonological awareness. The participants were teacher candidates, who randomly assigned to watch a Content Acquisition Podcast on phonological awareness significantly outperformed matched peers who read a practitioner-friendly article on the same topic.
Updated: Apr. 15, 2015
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans
The current study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. The findings revealed that upon completion of the course requirements, the participants’ TPACK scores for the lesson plans increased significantly reaching, on average, the second out of five levels of TPACK.
Updated: Apr. 15, 2015
Using Online Error Analysis Items to Support Preservice Teachers’ Pedagogical Content Knowledge in Mathematics
This article describes an online tutoring system that was used to give preservice teachers an opportunity to analyze and remediate student work. Through a careful analysis and rich discussion about different suggested remediation strategies, preservice teachers were exposed to a variety of techniques that could be used to help correct student errors. The author argues that this online error analysis items challenged preservice teachers to analyze, diagnose, and provide targeted instructional remediation intended to help mock students overcome common error patterns and misconceptions.
Updated: Mar. 30, 2015
The purpose of this study was to investigate the impact of a required assessment course on the assessment literacy of teacher candidates. The findings showed that certain aspects of assessment literacy were present before the course. At the onset of the course, teacher candidates had the highest mean scores for Ethical Assessment, Scoring, and Choosing Assessment Methods. However, the exposure to the course potentially increased assessment literacy in some areas. For instance, the participants came into the course with low mean scores in sound design of assessments and communicating results. The results revealed that the participants increased in their mean scores for sound design of assessment and communicating results on the posttest, though these were still the lowest scores.
Updated: Mar. 29, 2015
Transforming Teachers’ Knowledge Focused on Student Thinking with Technologies Using a Learning Trajectory Instructional Approach
This study explored the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers’ technological pedagogical content knowledge (TPACK). The study provides a rich description of how a learning trajectory, situated within a social metacognitive - constructivist instructional framework, influenced the participants’ thinking about their own thinking with the technology in learning mathematics/science and their thinking about their students’ thinking and understanding when learning with the technology. Three themes emerged: The learning trajectory as an ordered network of experiences is multi-faceted; the tools are used for sharing knowledge as well as constructing knowledge; and the tasks sequence the participant in the role of a ‘teacher as a student’ transitioning to the role of ‘teacher as a teacher’.
Updated: Mar. 16, 2015
Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program
This study explores pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Findings indicated that a content-specific technology integration course offered simultaneously with extensive field experience through careful instructional design can improve pre-service teachers’ understanding of combining technology with science content and pedagogy.
Updated: Mar. 16, 2015
Learning Other People’s History: Pre-service Teachers’ Developing African American Historical Knowledge
This article examined the development of three social studies pre-service teachers’ African American history knowledge. The participants were engaged in a rigorous summer reading program dedicated to learning African American history. This qualitative case study examined both pre and post interpretations of African American history and discussed the varied ways the subject was interpreted by the pre-service teachers. The findings indicated that the reading program influenced African American history knowledge both positively and negatively.
Updated: Mar. 15, 2015
This study seeks examine the mathematical knowledge for teaching involved in reflection. The first finding of this study indicates that mathematical knowledge for teaching is involved in reflection and supports the analytic quality of reflection, thus making reflection more productive. The second result is that focus on content promotes knowledge integration. The last finding of this study shows how pre-service teachers’ reflections can provide a diagnostic tool that sheds light on their mathematical knowledge for teaching.
Updated: Mar. 11, 2015