The Development of Diploma in Education Student Teachers’ Mathematics Pedagogical Content Knowledge

2006 ◽  
Vol 5 (2) ◽  
pp. 237-261 ◽  
Author(s):  
Suat Khoh Lim-Teo ◽  
Kwee Gek Chua ◽  
Wai Kwong Cheang ◽  
Joseph K. Yeo
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Education Student ◽  
Pedagogical Content ◽  
Mathematics Pedagogical Content Knowledge

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education

2014 ◽  
Vol 116 (2) ◽  
pp. 1-48 ◽  
Author(s):  
Chen Schechter ◽  
Tova Michalsky
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Repeated Measures ◽  
Practical Wisdom ◽  
Pedagogical Content ◽  
Instructional Framework ◽  
Preparatory Programs

Background Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Research Design We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachers’ pedagogical content knowledge and sense of teaching efficacy. Data Collection and Analysis Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable. Findings Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences. Recommendations The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.

scholarly journals Unpacking Mathematics Pedagogical Content Knowledge for Elementary Number Theory: The Case of Arithmetic Word Problems

Mathematics ◽  
2020 ◽  
Vol 8 (10) ◽  
pp. 1750
Author(s):  
Wing Yee Lo
Keyword(s):  
Number Theory ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problems ◽  
Sixth Graders ◽  
Elementary Number Theory ◽  
Pedagogical Content ◽  
Primary Mathematics ◽  
Elementary Number ◽  
Mathematics Pedagogical Content Knowledge

“Number” is an important learning dimension in primary mathematics education. It covers a large proportion of mathematical topics in the primary mathematics curriculum, and teachers use most of their class time to teach fundamental number concepts and basic arithmetic operations. This paper focuses on the nature of mathematics pedagogical content knowledge (MPCK) concerning arithmetic word problems. The aim of this qualitative research was to investigate how well the future primary school teachers in Hong Kong had been prepared to teach mathematical application problems for third and sixth graders. Nineteen pre-service teachers who majored in both mathematics and primary education were interviewed using two sets of scenario-based questions. The results revealed that innovative approaches were suggested for teaching third graders while the strategies suggested for teaching sixth graders were mostly based on a profound understanding of mathematical content knowledge. Many participants demonstrated sound knowledge about the sixth grader’s mathematical misconception, but most of them were unable to precisely indicate the third grader’s error in presenting a complete solution for a typical mathematics word problem. A deep understanding of elementary number theory seems to be a precondition for developing pre-service teachers’ MPCK in teaching arithmetic word problems.

scholarly journals Pedagogical content knowledge of mathematics student-teachers in developing ethnomathematics-based lesson plans

2020 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Meita Fitrianawati ◽  
Mukti Sintawati ◽  
Marsigit Marsigit ◽  
Endah Retnowati
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Sampling Technique ◽  
Lesson Plans ◽  
State University ◽  
Pedagogical Content ◽  
Mathematics Student ◽  
Academic Year ◽  
Cluster Random Sampling

This study aims to describe the pedagogical content knowledge (PCK) of mathematics student-teachers of Yogyakarta State University (YSU). The population is mathematics student-teachers of YSU in their seventh semester of the academic year 2017/2018 who undertook ethnomathematics. A sample of 31 students was established using the cluster random sampling technique. The research instrument is in the form of ethnomathematics lesson plans developed by the students. The result of the study shows that the students’ PCK in developing ethnomathematics lesson plans is generally at the level of growing PCK. Viewed from the material and pedagogical aspects, the students’ PCK falls at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Prambanan Temple is at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Yogyakarta Palace is at the level of pre-PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Borobudur Temple is at the level of growing PCK.

Sign in / Sign up

Export Citation Format

Share Document