Pedagogical content knowledge as reflected in teacher–student interactions: Analysis of two video cases     

Alicia C. Alonzo  Mareike Kobarg  Tina Seidel 《科学教学研究杂志》2012,49(10):1211-1239

Despite the theorized centrality of pedagogical content knowledge (PCK) for teaching, we have little evidence of the relationship between PCK and students' learning and know relatively little about how to help teachers to develop PCK. This study is a preliminary attempt to address these gaps in our knowledge of PCK through exploration of two German physics teachers' classroom instruction in consecutive lessons on optics. We show how video analysis can be used to gather evidence for one aspect of teachers' PCK: their use of content knowledge in interactions with students. We identify three potentially important characteristics of this aspect of PCK: flexibility, richness, and learner‐centeredness. By contrasting teachers with high and low gains in student knowledge and interest, we explore potential mechanisms by which this aspect of PCK might affect student outcomes. Because German teacher preparation programs emphasize content more than pedagogical knowledge, these cases contribute to our understanding of the support that teachers with strong content knowledge may need in translating this knowledge into a form useful for teaching.Fachdidaktisches Wissen ist aus theoretischer Sicht besonders zentral für das Unterrichten. Aus empirischer Sicht gibt es bislang allerdings noch wenig Evidenz für den Einsatz fachdidaktischen Wissens während des Unterrichtens und seine Bedeutung für das Lernen von Schülerinnen und Schülern. Außerdem wissen wir wenig darüber, wie Lehrpersonen über die Zeit fachdidaktisches Wissen entwickeln. Diese Studie ist ein Versuch, diese Wissenslücken zum fachdidaktischen Wissen von Lehrpersonen zu bearbeiten. Dabei wird exemplarisch der Unterricht von zwei deutschen Physiklehrern in aufeinanderfolgenden Stunden zum Thema Optik untersucht. Die Studie zeigt wie Videoanalysen genutzt werden können, um Belege für einen Aspekt des fachdidaktischen Wissens der Lehrpersonen zu sammeln: Ihre Nutzung von inhaltlichem Wissen in der Interaktion mit den Schülerinnen und Schülern. In dieser Studie werden drei potentiell wichtige Charakteristika dieses Aspekts des fachdidaktischen Wissens identifiziert: Flexibilität, Reichhaltigkeit und Schülerorientierung. Durch die Gegenüberstellung von Lehrpersonen mit hohem und niedrigem Wissens‐ und Interessenzuwachs wurden potentielle Mechanismen untersucht, durch die dieser Aspekt des fachdidaktischen Wissens die Lernergebnisse von Schülerinnen und Schülern beeinflussen kann. Die Lehrerausbildung in Deutschland betont das inhaltliche Wissen stärker als das fachdidaktische Wissen. Die ausgewählten Fälle beschreiben, welche Unterstützung Lehrpersonen mit einem hohen fachlichen Wissen benötigen, um dieses Wissen so zu verändern, dass es für das Unterrichten genutzt werden kann. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1211–1239, 2012  相似文献   

Gateway finder in large graphs: problem definitions and fast solutions     

Hanghang Tong  Spiros Papadimitriou  Christos Faloutsos  Philip S. Yu  Tina Eliassi-Rad 《Information Retrieval》2012,15(3-4):391-411

Given a graph, how to find a small group of ‘gateways’, that is a small subset of nodes that are crucial in connecting the source to the target? For instance, given a social network, who is the best person to introduce you to, say, Chris Ferguson, the poker champion? Or, given a network of people and skills, who is the best person to help you learn about, say, wavelets? We formally formulate this problem in two scenarios: Pair-Gateway and Group-Gateway. For each scenario, we show that it is sub-modular and thus it can be solved near-optimally. We further give fast, scalable algorithms to find such gateways. Extensive experimental evaluations on real data sets demonstrate the effectiveness and efficiency of the proposed methods.  相似文献   

Participatory design of learning environments: integrating perspectives of students,teachers, and designers     

Karen D. Könings  Tina Seidel  Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(1):1-9

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The CAEP Standards and Research on Educator Preparation Programs: Linking Clinical Partnerships With Program Impact     

Tina Heafner  Ellen McIntyre  Melba Spooner 《Peabody Journal of Education》2014,89(4):516-532

Responding to the challenge of more rigorous and outcome-oriented program evaluation criteria of the Council for the Accreditation of Educator Preparation (CAEP), authors take a critical look at the intersection of two standards: Clinical Partnerships and Practice (Standard 2) and Program Impact (Standard 4). Illustrating one aspect of a secondary education teacher preparation program, authors consider how clinical partnerships can be designed in light of these standards to have a positive impact on P-12 student learning. Focusing on the program evaluation framework, authors describe a spectrum of diverse formative and summative growth measures that document the scope of impact for all stakeholders, including students. In light of the Feuer, Floden, Chudowsky, and Ahn (2013) questioning framework, authors assess program outcomes. In closing, the authors (a) conclude that comprehensive evaluation models are needed to document complex outcomes, which will make program impact more visible and measureable; (b) recommend using the Feuer et al. decision-making framework to initiate and guide programmatic design and evaluation model development; and (c) affirm CAEP's expectations—clinical partnerships go beyond positive relationships, coselection of mentor teachers and candidates, and commitment to diverse settings to ensuring P-12 student achievement—as attainable goals for educator preparation accreditation.  相似文献   

Academics transformational leadership: an investigation of heads of department leadership behaviours in Malaysian public universities     

Lokman Tahir  Tina Abdullah  Fadzli Ali  Khadijah Daud 《Educational studies》2014,40(5):473-495

Presently, the role and the function of universities in Malaysia have been described as being in a state of change. Several strategies have been adopted to assist in the re-branding of higher institutions of learning. As a consequence, an effective model of leadership practices, particularly at the Malaysian academic departmental level, has to be generated in order to replace the traditional leadership practices in meeting the national aspirations. The purpose of this study was to investigate the relationship between department heads’ leadership behaviour with academics’ organisational commitment. Survey responses from 430 academics from Malaysian public universities were received and analysed. The main finding of this study reveals that the adoption of encouraging leadership behaviour (Kouzes and Posner’s Transformational Leadership) shows a 55% direct positive relationship with academics’ organisational commitment, with demographical factors playing no role as a moderator with either variable. This reinforces the rationalisation for adopting the model within the Malaysian academic setting, where department heads should indeed lead the academic organisation.  相似文献   

Reference Education: Lessons from Our Students     

Loriene Roy  Ye Seul Cho  Regis Junearick  Tina Lassiter  Christopher McCluney  Jayeeta Roy 《The Reference Librarian》2013,54(4):304-309

Students reflecting on their time as students in a school of information provide advice and commentary for their faculty. By revealing their challenges as well as their successes, educators can themselves reflect on the impact of their teaching and the potential it has to assist students on their career paths.  相似文献   

Towards Bildung-Oriented Chemistry Education     

Jesper Sjöström 《Science & Education》2013,22(7):1873-1890

This paper concerns Bildung-oriented chemistry education, based on a reflective and critical discourse of chemistry. It is contrasted with the dominant type of chemistry education, based on the mainstream discourse of chemistry. Bildung-oriented chemistry education includes not only content knowledge in chemistry, but also knowledge about chemistry, both about the nature of chemistry and about its role in society. In 2004 Mahaffy suggested a tetrahedron model based on Johnstone’s chemical triangle. The latter represents the formal aspects of chemistry teaching (macro, submicro, and symbolic) and the top of the tetrahedron represents a human element. In the present paper the following subdivision of the top is suggested (starting from the bottom): (1) applied chemistry, (2) socio-cultural context, and (3) critical-philosophic approach. The professional identity of the Bildung-oriented chemistry teacher differs from that of the chemist and is informed by research fields such as Philosophy of Chemistry, Science and Technology Studies, and Environmental Education. He/she takes a socio-critical approach to chemistry, emphasising both the benefits and risks of chemistry and its applications.  相似文献   

Building life world connections during school booktalk     

Katarina Eriksson  Karin Aronsson 《Scandinavian Journal of Educational Research》2013,57(5):511-528

In criticisms of children's literature, notions of 'fantasy' and 'realism' are pivotal. In school 'booktalk' conversations pupils referred to what is 'real' in three different ways: (i) by referring to feelings of or semblance to 'real' life, (ii) by invoking shared facts and (iii) by making references to personal experiences. In cases when teachers or pupils initiated so-called text-to-life or real world connections, two types of dilemmas occurred. First, engagement was at times bought at the cost of quite literal reader responses. At other times, engagement was accomplished at the price of intrusiveness. There was, thus, a delicate balance between life world references, on the one hand, and literal readings or intrusion, on the other. Moreover, students sometimes resisted life world probing, but volunteered privileged information about their parents, displaying different notions from teachers about legitimate information in a school context.  相似文献   

PEDAGOGIKEN OCH SKOLANS MÅLSÄTTNING.     

professor Wilhelm Sjöstrand 《Scandinavian Journal of Educational Research》2013,57(1):49-58

Maurud, 0. 1976. Reciprocal Compreheasion of Neighbour Languages in Scandinavia. An Investigation of How Well People in Denmark, Norway and Sweden Understand Each Other's Written and Spoken Languages. Scand. J. educ. Res. 20, 49‐72. Soldiers in the three countries were exposed to spoken and written texts in the two other Scandinavian languages and their comprehension was tested by asking them questions about the contents and by asking them to translate certain central words in the texts into their own language. Questions about certain important non‐linguistic factors such as education level, domicile, travels to the other Scandinavian countries, reading in the other Scandinavian languages, exposure to radio and television programs from the other Scandinavian countries, own estimation of other Scandinavian language comprehension and attitudes towards these languages were also included. The answers to these questions were used to throw light on the results of the language test.  相似文献   

SPRÅKPEDAGOGIK OCH PSYKOFYSIK     

Av docent Karl Henrik Eriksson  och fil. mag. Lars H. Ekstrand 《Scandinavian Journal of Educational Research》2013,57(1):90-124

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