“I Don’t Think Their Goals Were My Goals”: The Impact of School Social Ecology on One Music Teacher’s Professional Knowledge Landscape

2020 ◽  
pp. 89-103
Author(s):  
Stephanie Cronenberg
Keyword(s):  
Social Ecology ◽  
Professional Knowledge ◽  
The Impact

scholarly journals Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

2021 ◽  
Vol 11 (11) ◽  
pp. 744
Author(s):  
Melanie Marita Beudels ◽  
Karsten Damerau ◽  
Angelika Preisfeld
Keyword(s):  
Content Knowledge ◽  
Science And Technology ◽  
Professional Knowledge ◽  
Primary Teachers ◽  
Field Of Study ◽  
Major Field ◽  
Course Format ◽  
Interdisciplinary Course ◽  
The Impact ◽  
Experimental Group

Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers’ content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers’ content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers’ professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study.

scholarly journals Making multiplication meaningful: Teaching for conceptual understanding

2019 ◽  
Vol 19 (1) ◽  
pp. 17-25
Author(s):  
Judith Mills
Keyword(s):  
Conceptual Understanding ◽  
Word Problems ◽  
Research Study ◽  
Professional Knowledge ◽  
Related Word ◽  
Mathematical Concepts ◽  
Children’S Learning ◽  
Mathematics Knowledge ◽  
Teaching Of Mathematics ◽  
The Impact

  The term numeracy is used widely in schools today and brings with it the expectation that students will be taught both how to do the mathematics, alongside an understanding of the concepts associated with the procedural application. One issue, which has arisen with the terminology ‘numeracy classroom’, is how to best support teachers to enhance their teaching of mathematics to allow this understanding to occur. This article stems from a larger research study that analysed the professional knowledge of teachers when teaching numeracy, and the impact their mathematics knowledge and procedural application had on children’s learning. This article presents observations of three teachers teaching a multiplication lesson (the first in a series of lessons over a six-week period) as they developed their students’ understanding of the mathematical concepts associated with the interpretation of the multiplication symbol. An analysis of the findings shows when the teachers used manipulatives, related word problems to the children’s lives, and promoted discussion in groups, a greater understanding of multiplication was apparent.    

THE IMPACT OF THE CREATIVE MODEL IN TEACHING FOOTBALL ON PROFESSIONAL KNOWLEDGE AND EFFECTIVENESS OF PLAYERS AGED 12 AND 13

2017 ◽  
Vol 27 (80) ◽  
pp. 27-34
Author(s):  
Mateusz Kaczor ◽  
Henryk Duda
Keyword(s):  
Creative Thinking ◽  
Natural Experiment ◽  
Professional Knowledge ◽  
Football Players ◽  
Creative Education ◽  
Modern Methods ◽  
Special Knowledge ◽  
And Performance ◽  
And Control ◽  
The Impact

Introduction: Contemporary trends of training children and adolescents in football follow in the direction of teaching creative thinking in games (game intelligence). Purpose: The aim of the study was to check the impact of the proposed by the authors creative model of teaching young football players on the level of professional knowledge and performance in the game. Materials and methods: The object of the study was twenty – four seater team "Młodzik/Junior D" from the Football Club “Słomniczanka" Słomniki of players from the age of twelve to thirteen .The study was conducted from September 2015 to June 2016. The research used the method of pedagogical experiment and natural experiment. The technique of parallel groups (the experimental and control ones) was applied in the study. In the evaluation of players the test of special knowledge and assessment of players performance in the game was used. Results: The results showed that the method of creative education of young players develops effectively both special knowledge and efficiency of the players in games. Summary: Using modern methods of training young players based on the teaching games comprehensibly contributes towards the increase of their effectiveness and creativity in the game.

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