Search results for: Pedagogical content knowledge
Page 2/23 223 items
Beginning Teachers’ Conceptual Understandings of Effective History Teaching: Examining the Change from “Subject Knowers” to “Subject Teachers”
The purpose of this study was to explore the change in preservice teachers’ conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. The findings reveal that three participants out of the seven clearly indicated conceptual change and professional growth. The concept maps constructed by these participants showed that conceptual understandings were established through the use of linking arrows with accompanying linking words – in a hierarchy of concepts linked to each other to form one knowledge domain.
Updated: Sep. 27, 2017
Teachers’ Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education
This paper offers a conceptualization and operationalization of the professional knowledge of future middle school teachers for teaching English as a foreign language (TEFL), whom the authors directly assessed using tests developed by the research group. The authors conclude that test score differences by phase and program as shown in this study are well aligned to certain priorities laid down in the initial teacher education curriculum. The authors consider this as evidence for the curricular validity of the tests. The authors suggest that the tests could be used to inform about learning progress of student teachers throughout their teacher preparation program.
Updated: Sep. 25, 2017
The purpose of this study was two-fold. Firstly, it examined how preservice primary teachers develop self-assessed technological, pedagogical, and content knowledge (TPACK) in science through an intervention in which they were acquainted with using simulations in science teaching. Secondly, it studied the possible connection of preservice teachers’ beliefs measured through their self-assessed knowledge in the different domains of the TPACK framework with their attitudes toward simulations. The results indicate that the introduction to simulations in science had a medium to large effect on the preservice teachers’ beliefs in the content knowledge (CK), pedagogical knowledge (PK) and TPACK domains of the TPACK framework. Preservice teachers’ belief in their technological knowledge (TK) correlated with their views on the usefulness of simulations in science teaching.
Updated: Sep. 06, 2017
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Updated: Aug. 16, 2017
Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum
This participatory action research demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to design and carry out content-focused projects. Findings indicate that teachers struggle with how to assess new literacies, especially participatory digital literacies that engage learners in collaborative and innovative ways.
Updated: Aug. 13, 2017
Validation of the Survey of Pre-service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample
The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure Technological pedagogical content knowledge (TPACK). This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor model implied by Schmidt et al. (2009), thus, an exploratory factor analysis was conducted to determine the optimal structure of the measurement tool for these data.
Updated: Aug. 09, 2017
Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach
In this article, the authors compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all improved their TPACK domain scores.
Updated: Aug. 09, 2017
Using a qualitative approach, the authors documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. The authors found evidence that small changes in their practice were creating larger consequences within their college; it appears the author's professional development model is creating a positive cultural shift.
Updated: Aug. 09, 2017
Learning to Teach Music-themed Mathematics: An Examination of Preservice Teachers’ Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
This study aimed to offer a group of preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing interdisciplinary mathematics pedagogy with elementary students. This study situated music within a series of mathematics lessons that incorporated the musical elements as a central, rather than superficial, component of the mathematics pedagogy. This study has provided empirical findings pertaining to the connections between music and mathematics to illustrate the concept of the entertainment-education learning strategy. To support the aim of improving preservice teachers’ knowledge for how to effectively implement mathematics teaching strategies with their future elementary students, teacher educators should strive to improve preservice teachers’ awareness of, and capacity for, making mathematics education more engaging for students.
Updated: Aug. 08, 2017
This study aimed to investigate mentors’ strategies that can be used to facilitate pedagogical knowledge in the mentee. In this study, mentors outlined strategies for developing preservice teachers’ pedagogical knowledge practices. There were several or more practical strategies suggested for each mentoring practice associated with pedagogical knowledge. For example, strategies for deeper learning about planning included co-planning and reflecting verbally on planning with the mentee by deliberating on the specific learning needs of students.
Updated: Jul. 12, 2017