Search results for: Knowledge skills
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In this work, the authors are interested in supporting beginning teachers in identifying and productively drawing on the everyday knowledge and experiences that children bring to science learning. They focus on preservice teachers’ emerging understandings of the nature and utility of learner’s funds of knowledge. The authors argue that when preservice teachers define the utility of funds of knowledge, they do so in reference to managing classroom interactions and supporting student learning. The authors consider preservice teachers’ description of the utility of funds of knowledge as a hook to be productive and reasonable but insufficient.
Updated: Mar. 12, 2014
A study was conducted in which measures of mathematical knowledge for teaching developed in the United States were adapted to measure mathematical knowledge for teaching in Ireland. Psychometric and interview-based methods were used to determine a correspondence between the constructs being measured, and ensure the integrity of item performance in the Irish context. The study found overlap between the knowledge that is used to teach in both Ireland and the United States.
Updated: Nov. 17, 2008
Development of a performance assessment task and rubric to measure prospective secondary school mathematics teachers’ pedagogical content knowledge and skills
The article describes an assessment task designed to assess secondary school mathematics preservice teacher content knowledge skills. The task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year.
Updated: Nov. 11, 2008
The didactic model LdL (Lernen durch Lehren) as a way of preparing students for communication in a knowledge society
'Learn by teaching' has been elaborated into a meta-model (Meta)LdL that aims at giving students a platform to acquire the competencies considered necessary for knowledge societies. 97 students participated in a questionnaire following university classes modeled on LdL. A majority of students have allowed for a gain in all competencies and claimed that no other method they were aware of would be more efficient than LdL.
Updated: Sep. 21, 2008
A small study with six experienced mathematics teachers was conducted. A general theoretical model of expert practice was used to explore the nature of knowledge base that enables teachers to operate effectively in the complexity of a class of 30 pupils enables teachers to operate effectively in the complexity of a class of 30 pupils. This model derives through the use of specialized attention skill.
Updated: Jul. 27, 2008