Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program

Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential equations course for the first time after teaching it with traditional lecture methods for many years. Examples of classroom teaching and interview data demonstrate that, despite having extensive teaching experience and possessing strong content knowledge, some instructors may still face challenges when trying to provide analytic scaffolding to move whole-class discussions toward a lesson's mathematical goals. We also hypothesize several component practices necessary for the successful use of analytic scaffolding. Our analysis focuses on the relationship between the instructor's pedagogical content knowledge and specialized content knowledge and his capacity to enact these component practices during whole-class discussions.

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Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

Journal of Science Teacher Education ◽

10.1007/s10972-005-0192-5 ◽

2005 ◽

Vol 16 (4) ◽

pp. 287-308 ◽

Cited By ~ 41

Author(s):

Thomas R. Koballa ◽

Shawn M. Glynn ◽

Leslie Upson

Keyword(s):

Novice Teachers ◽

Alternative Certification ◽

Teaching Science ◽

Certification Program ◽

Conceptions Of Teaching

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A Study of the Characteristics and Effectiveness of the Alternative Certification Program in the U.S.A.

Comparative Education ◽

10.5998/jces.1994.153 ◽

1994 ◽

Vol 1994 (20) ◽

pp. 153-164,220

Author(s):

Osamu YAOSAKA

Keyword(s):

Alternative Certification ◽

Certification Program

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Unpacking graduate students’ knowledge for teaching solution chemistry concepts

Chemistry Education Research and Practice ◽

10.1039/c8rp00205c ◽

2019 ◽

Vol 20 (1) ◽

pp. 258-269 ◽

Cited By ~ 3

Author(s):

Jacob C. Lutter ◽

Lillian V. A. Hale ◽

Ginger V. Shultz

Keyword(s):

Graduate Students ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Critical Role ◽

Teaching Experience ◽

Undergraduate Curriculum ◽

Solution Chemistry ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

Laboratory Courses

Graduate students play a critical role in undergraduate education at doctoral-granting institutions and yet their training is often brief and overgeneralized. Little is known about how they develop knowledge for teaching chemistry in this context. To further understand how graduate students develop knowledge for teaching, we used a questionnaire to measure pedagogical content knowledge of solution chemistry concepts. These concepts are revisited frequently in the undergraduate curriculum, particularly in laboratory courses where graduate students commonly teach. Questions were included to measure both the pedagogical content knowledge and content knowledge of graduate students with a range of teaching experience. Analysis revealed that graduate students’ content knowledge is stronger than their pedagogical content knowledge, which increases modestly with teaching experience. Interviews were performed with a subset of respondents to determine whether they interpreted the questions as intended and the source of knowledge they used in responding. The interviews revealed that graduate students relied heavily on their own experience as students rather than direct experience teaching solution chemistry concepts.

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