scholarly journals The pedagogical content knowledge development of prospective teachers through an experiential task

2010 ◽  
Vol 2 (2) ◽  
pp. 1421-1425 ◽  
Author(s):  
Derin Atay ◽  
Ozlem Kaslioglu ◽  
Gokce Kurt
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Knowledge Development ◽  
Pedagogical Content

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

scholarly journals EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

2019 ◽  
Vol 10 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Dwi Juniati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Pedagogical Content ◽  
Good Communication ◽  
Good Communication Skill ◽  
Two Factors ◽  
The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

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