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1.
Stefan Sorge Jochen Kröger Stefan Petersen Knut Neumann 《International Journal of Science Education》2019,41(7):862-889
ABSTRACTTeachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers. 相似文献
2.
通过对初中数学青年骨干教师L老师的叙事研究．研究者认为初中数学学科教学知识对学科内容知识量的要求是有限的,但对教师理解内容知识的深刻性有较高要求;实践与反思是形成学科教学知识的关键。L老师学科教学知识的生成途径有其独特的地方,值得其他教师借鉴和学习,可以概括为“二研五专”,即：研究教材、研题磨题、专业阅读、专题研究、专业现场、专题写作、专家引领。 相似文献
3.
Gavin Ward 《Education 3-13》2013,41(6):562-585
A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In recognition of this, Veal and MaKinster's framework of general, domain and topic-specific PCK was employed to examine 12 primary school teachers' PCK of games. It was concluded that when personal experiences of pedagogy and content knowledge are unchallenged and reinforced by teachers' training and continuing professional development (CPD) programmes, very narrow topic-specific PCK results. This PCK was characterised bythe inseparable paring of constricted pedagogical strategies and limited content knowledge. When teachers do not integrate this very narrow topic-specific PCK with other types of PCK, it has significant repercussions upon the planned curriculum and learning experiences offered to pupils. 相似文献
4.
This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils' thinking and process skills needed in a physics topic. Therefore they will have problems constructing learning environments that encourage pupils to take active control of their learning. In order to develop effective pedagogical content knowledge it is of the utmost importance that the science educators responsible for physics courses pay special attention to the promotion of favourable attitudes towards the teaching of physics topics. This can be done by focusing on how to teach some basic familiar topics. Quality, not quantity, is important in focusing on both subject knowledge and pedagogical content knowledge. The construction of pedagogical content knowledge is a complex interrelationship of attitudes, subject, and pedagogical knowledge. All three of them need to be developed to enable students to confidently and effectively teach young children. 相似文献
5.
In view of the lack of instruments for measuring biology teachers' pedagogical content knowledge (PCK), this article reports on a study about the development of PCK items for measuring teachers' knowledge of pupils' errors and ways for dealing with them. This study investigated 9th and 10th grade German pupils' (n?=?461) drawings in an achievement test about the knee-jerk in biology, which were analysed by using the inductive qualitative analysis of their content. The empirical data were used for the development of the items in the PCK test. The validation of the items was determined with think-aloud interviews of German secondary school teachers (n?=?5). If the item was determined, the reliability was tested by the results of German secondary school biology teachers (n?=?65) who took the PCK test. The results indicated that these items are satisfactorily reliable (Cronbach's alpha values ranged from 0.60 to 0.65). We suggest a larger sample size and American biology teachers be used in our further studies. The findings of this study about teachers' professional knowledge from the PCK test could provide new information about the influence of teachers' knowledge on their pupils' understanding of biology and their possible errors in learning biology. 相似文献
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ABSTRACTThis Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, ‘consensus’ model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an ‘amalgam’ of content and pedagogical knowledge. 相似文献
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Drew Polly 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):950-961
Grounded in a constructionist paradigm, this study examined elementary school teachers' learning while creating technology‐rich instructional materials. Sixteen teachers at an elementary school were interviewed about their experience. Using the components of Technological Pedagogical and Content Knowledge as an analytical framework, inductive qualitative analysis indicated that these professional learning activities led to teachers' growth primarily in technological knowledge, technological pedagogical knowledge and content knowledge. These findings as well as implications for designing professional learning activities for teachers are also shared. 相似文献
8.
Jörg Großschedl Daniela Mahler Thilo Kleickmann Ute Harms 《International Journal of Science Education》2013,35(14):2335-2366
Teachers’ content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent?=?.70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent?=?.48)—and curricular knowledge, respectively (rlatent?=?.35)—are moderate to low (all ps?<?.001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge. 相似文献
9.
While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners. 相似文献
10.
Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students’ knowledge integration. Fifty-two preservice history teachers participated in the experimental study. They read a text about a historical event, a text about teaching history, and a text about cognitive learning processes. Then they wrote a learning journal entry about the three texts. To support the journal writing, the participants in the experimental condition received four integration prompts, whereas the participants in the control condition received no prompts. In the prompted condition, the students engaged more often in integration strategies at the cost of rehearsal and organization strategies. Rehearsal and integration strategies predicted students’ recall of knowledge and their ability to evaluate learning tasks. Integration strategies as elicited in the journals predicted preservice teachers’ performance when designing a learning task for history education. In solving this task, the prompted preservice teachers used the information from the three texts in a more balanced way than the unprompted students who strongly focused on content knowledge. The study illustrates the potentials of learning journals as a method to support knowledge integration in history teacher education. 相似文献
11.
This article examines relationships between various dimensions of teachers' professionalism, that is, pedagogical content knowledge and personal characteristics. Using Shulman's notion of pedagogical content knowledge (PCK) we explored the practical knowledge of twenty sex education teachers using in-depth interviews. It appeared that both core elements of PCK, teacher strategy and teacher style (PCK1) and teacher knowledge of student conceptions and learning difficulties (PCK2), are associated with one another in such a way that PCK2 is a prerequisite to PCK1. Furthermore, the PCK of sex education teachers is related to personal characteristics, personality and past experiences with sex education (as a pupil and as a teacher-in-training). 相似文献
12.
《Teaching and Teacher Education》1995,11(4):389-401
Theories associated with teacher knowledge suggest that teachers transform subject content knowledge into pedagogical content knowledge in teaching to enhance the content comprehensibility. It is assumed that the connection between teacher content knowledge and curriculum is characterized by the content knowledge transformation. This study, using an interpretive research method combined with cognitive knowledge elicitation and mapping approaches, examined the subject-pedagogical content knowledge transformation process that was associated with the teachers' curricular decision-making in secondary physical education. Findings indicated that the teachers shared a common subject content knowledge base but demonstrated a personalized pedagogical content knowledge repertoire, suggesting that the teachers' pedagogical content knowledge was personally constructed even though they shared a subject content knowledge base. The classroom curriculum was closely connected to the pedagogical content knowledge base. In addition, the teachers' curricular decisions regarding content inclusion/exclusion were primarily based on their perceptions of student learning abilities. The findings may imply that enhancement of prospective teachers' pedagogical content knowledge should be emphasized in teacher preparation programs because it serves as a bridge linking the subject content knowledge with the curriculum delivered in classrooms. 相似文献
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Sally Birdsall 《Environmental Education Research》2015,21(5):753-776
In order to teach about sustainability, teachers need to be able to translate their personal understanding of this concept into their pedagogy in ways that make it accessible to their learners. This translation process is known as pedagogical content knowledge (PCK). This study investigated the way that two teachers translated their understanding of sustainability into their pedagogy and the effects of this translation on children’s learning (n?=?18). Two interpretive case studies were constructed. Data were generated using interviews and documents. Two frameworks were used to analyse the data. One was a definition of sustainability and the other a model of PCK expressed as pedagogical context knowledge (PCxK) that consisted of four components. The findings showed that the translation of sustainability was a complex interaction of three of the PCxK components with some use of the fourth. Some children developed an understanding of sustainability but only two were able to link their understanding with the scientific concepts taught resulting in ‘diffused learning’. Also, these findings suggest that while the PCxK model used to analyse the translation process had a degree of precision and heuristic power, further refinement is needed in order for this model to explicate teachers’ PCK. 相似文献
15.
Pi-Jen Lin 《Journal of Mathematics Teacher Education》2002,5(4):317-349
This study was designed to enhance teachers' knowledge by constructing cases as part of a school-based professional development project in Taiwan. Cases, involving episodes and issues from real classroom events, were constructed collaboratively by a school-based team consisting of the researcher and four classroom teachers. The process of constructing cases, characterization of teachers' understanding of cases, and their skills for case writing were developed in the course of the study. In the process of constructing these cases, teachers improved their awareness of and their competence in dealing with the difficulties students encountered in the learning of mathematics; they enhanced their pedagogical content knowledge and their ability to reflect on classroom practices. 相似文献
16.
32名小学数学教师与这些教师所教班级的1691名学生参与了本研究。两个测量工具评价了教师的数学学科知识与学科教学知识,对教师的55节数学课进行了录像,并按照学习任务的认知水平与课堂对话的特点进行了编码,同时测查了学生的期末数学学习成绩。多水平分析结果表明:教师的学科教学知识、课堂学习任务的认知水平、课堂对话中教师提问问题的类型与对话的权威来源对学生的数学成绩具有显著的预测作用;而教师的学科知识对学生数学成绩的影响未达到显著性水平。 相似文献
17.
《Studying Teacher Education》2013,9(2):193-204
This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to our teaching practice was in focus. The principal educational goal of the course was to develop the pedagogical use of web 2.0 resources to support learning in the preschool/school context. As a result, the focus, content, form of distribution, teaching, and assessment of the course went beyond what is common in initial teacher training in Sweden. The potential of the different digital tools was explored by situated use in the design and teaching of the course. Analysis highlights the challenges and opportunities that teacher educators and student teachers may encounter while working with, and learning about, information and communication technologies to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge, pedagogical knowledge, and technological knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions about teaching, learning, and assessment in teacher education were identified in the study. 相似文献
18.
Eunice Mthethwa-Kunene Rian de Villiers 《International Journal of Science Education》2013,35(7):1140-1165
This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students’ preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students’ work samples. The results showed that the teachers’ individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students’ internalization of the concepts. The finding that all four teachers lacked knowledge of students’ genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers’ continuing PCK development. Implications of the findings for biology teacher education are briefly discussed. 相似文献
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In this study, five elementary teachers and a university researcher developed and implemented problem‐based learning (PBL) experiences in the context of science teaching and learning. Collaborative inquiry was adopted as a methodology, while a variety of qualitative methods were used to examine the engagement and development of teachers’ pedagogical content knowledge (PCK). A PCK model is used as a framework to examine teachers’ professional knowledge growth in areas such as orientations to teaching science, knowledge of science curriculum, knowledge of students’ understanding of science, knowledge of assessment, and knowledge of instructional strategies. Implications for how teachers may be supported when adopting instructional innovations are discussed. 相似文献