Search results for: Pedagogical content knowledge
Page 17/23 222 items
This paper describes the professional development program Starting Right: Mathematics in Preschools. The article demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice.
Updated: Feb. 06, 2012
This study is examines how a critical-inquiry exercise in a social studies methods class transforms the content knowledge base related to a select group of historical figures for the preservice teachers. The findings reveal that preservice teachers have limited content knowledge bases. The author concludes that Preservice teachers must reach a level of critical consciousness before they can transform their social studies understandings and become transformative social studies educators.
Updated: Jan. 16, 2012
The article describes a study that evaluated pre-service teachers' perceptions regarding their preparedness for inclusion. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes.
Updated: Sep. 14, 2011
Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development
This study explored the impact of an online course on teacher participants’ developing knowledge for integrating dynamic spreadsheets in teaching at the elementary and middle school levels. The authors asked what is the impact of this online course about integrating dynamic spreadsheets as learning tools in science and mathematics on the teachers’ TPACK? As this study demonstrated, online programs have potential for providing opportunities and access for teachers to expand their knowledge for teaching their content with multiple technologies and thus extend teachers’ PCK to TPACK
Updated: Aug. 23, 2011
This article describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers’ development of technological pedagogical content knowledge. The qualitative data sources include teachers’ written lesson plans, university faculty members’ reviews of lessons, transcripts and videos of implemented lessons, and recordings and transcripts of debriefing sessions about implemented lessons.
Updated: Aug. 23, 2011
This article reviews the existing literature on mathematics coaching. The paper focuses on coaches, their work, their preparation, the conditions needed for an effective coaching program, and the impact of coaching in US schools.
Updated: Jul. 26, 2011
The current paper investigates the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. The data indicated differences in participating teachers' views of the purposes of CPD which were reflected in their ideal and real views of effective science teaching. As a result, reconciliation of ideal and real views of effective science teaching, identification of potential constraints and development of strategies for overcoming constraints in context are suggested as useful starting points for CPD.
Updated: Jul. 26, 2011
This paper attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning. The article presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong.
Updated: Jul. 05, 2011
The current reforms of initial teacher education in the learning and skills sector in England are standards based and emphasize subject specialism. A qualitative study found that trainees generated knowledge resources through participation in their workplace, initial teacher education course and other social contexts, and from embedded and encoded workplace knowledge. It is argued that using a knowledge resources perspective, which recognizes how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees' development than the recent reforms.
Updated: Jun. 13, 2011
The current article examines the difference in knowledge growth between beginning teachers and their colleagues who have stable, secure and continuing employment. The authors argue that the employment context in which beginning teachers take up their profession has a significant, but hitherto largely unacknowledged, effect on the capacity of teachers to develop the craft of teaching, and on their continuing commitment to the profession.
Updated: Mar. 24, 2011