Search results for: Pedagogical content knowledge
Page 15/23 223 items
Examining Physics Graduate Teaching Assistants’ Pedagogical Content Knowledge for Teaching a New Physics Curriculum
In this study, the authors investigated the pedagogical content knowledge that physics graduate teaching assistants developed in the context of teaching a new introductory physics curriculum, Matter and Interactions. This study shows the complexity of adopting curriculum reforms and the necessity to support the faculty’s and teaching assistants’ knowledge development when a novel science curriculum is adopted.
Updated: Feb. 27, 2013
Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching
This article seeks to explore and understand the relationship between teachers’ participation in professional development activities and the development of mathematical knowledge for teaching. Results indicate that participation, broadly speaking, was not correlated with teachers’ knowledge development.
Updated: Feb. 27, 2013
This article describes recent changes in a social studies teacher education program and the role Web 2.0 tools played in developing meaningful activities centered on the development of sound technological pedagogical content knowledge (TPCK). As the project developed, it became apparent that the creation of the class digital flexbook operated along five distinct phases: awareness, analysis, collection, design, and reflection.
Updated: Jan. 27, 2013
The purpose of the study was to determine how learning about the integrated use of technology, pedagogy, mathematics content, and cognitive complexity would affect elementary school teachers' knowledge structure base and help them in constructing instructional units. The instructional units produced by the teachers portray a clear picture of student involvement.
Updated: Jan. 23, 2013
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
The purpose of this study was to explore the relationship between preservice teachers’ perceived knowledge, as represented by the TPACK framework, and self-efficacy beliefs about their ability to successfully use technology in the classroom. The TPACK framework provides a valuable structure for teacher preparation and the ways that technology creates new dynamics in the teaching and learning process. This study has demonstrated the nature of this relationship in a specific context as a dynamic and evolving connection between preservice teachers’ knowledge and self-efficacy beliefs about technology integration.
Updated: Jan. 02, 2013
Impact of Curriculum Training on State-Funded Prekindergarten Teachers' Knowledge, Beliefs, and Practices
This study examines the impact of an 8-week curriculum course on state-funded prekindergarten teachers' knowledge about developmentally appropriate curriculum, their beliefs about best practice, and their actual observed classroom instructional performance. Nine teachers attended the course and were evaluated before and after the training. A control group of 8 teachers was also assessed during the same time frame. The impact of this focused professional-development initiative was not mediated by the participating teachers' level of education.
Updated: Dec. 30, 2012
A Case Study of Beginning Science Teachers’ Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey
This study aimed to evaluate subject matter knowledge (SMK), pedagogical content knowledge (PCK), concerning chemical reactions for science teaching of beginning student teachers in Turkey. The results revealed that a high proportion of the student teachers were able to correctly apply the very basic concepts of Conservation of Mass and Conservation of Atoms. However, only one quarter of the students brought a sufficient understanding with them from secondary school to correctly answer the more difficult problems.
Updated: Nov. 28, 2012
In this study, the authors asked 110 primary student teachers to write down what kind of questions they would ask their pupils about a demonstration. Almost half of the student teachers posed questions that were either inappropriate or presupposed that the pupils would know the answer. There was a lack of questions that would draw the pupils' attention to the variables that may cause the phenomenon to happen.
Updated: Nov. 27, 2012
This article discusses how teachers conceptualize their pedagogical principles which they perceive to be personally important. 362 class teachers of the fourth grade and 1989 subject teachers of the seventh to ninth grade answered a a questionnaire. The results of this study reflected the change from transmission to transaction pedagogy and shows that they have learned their lesson in the sense that both pupil-centeredness and constructivist learning preference are present in their pedagogical thinking and also action.
Updated: Nov. 19, 2012
Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education: A Review of Current Methods and Instruments
This review of literature examines the methods and instruments designed to assess the technological pedagogical content knowledge (TPACK) of preservice teachers. The author concludes that through research which employs multiple methods for assessing TPACK, it will be possible to begin to differentiate between models of introducing technology integration in teacher preparation programs.
Updated: Oct. 24, 2012