scholarly journals Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis

2022 ◽  
Vol 111 ◽  
pp. 103621
Author(s):  
Andreas Rieu ◽  
Timo Leuders ◽  
Katharina Loibl
Keyword(s):  
Information Processing ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Content

Designing Meaningful Instruction

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Instructional Design ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Self Assessment ◽  
Relevant Feedback ◽  
Pedagogical Content ◽  
Learning Plan ◽  
Instructional Context

The chapter outlines and discusses many steps in instructional design as well as assessing its effectiveness. The role of knowledge of subject matter, pedagogy, how students learn, and instructional context is stressed. The six challenging questions relating to pedagogical content knowledge are presented and discussed. Designing instruction is a temporally backward process, in that the first step is to determine the desired outcomes. The reader is taken through the three major stages of planning instruction: defining outcomes, planning assessment, and designing the learning plan. The importance of timely and relevant feedback is stressed. Teacher self-assessment is key as well. The author states that the height of professionalism is the consistent willingness to evolve for the students’ benefit.The chapter concludes with a detailed sample lesson project.

scholarly journals The development of pedagogical content knowledge of a mathematics teaching intern: the role of collaboration, curriculum, and classroom context

2005 ◽  
Author(s):  
◽  
Bridgette Bond Almond Stevens
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Strategies ◽  
Content Knowledge ◽  
Mathematics Teaching ◽  
Mathematics Classroom ◽  
Essential Elements ◽  
Classroom Context ◽  
Structured Interviews ◽  
Pedagogical Content

In this study I examined the role of collaboration, curriculum, and the classroom context in the development of pedagogical content knowledge of a mathematics teaching intern. Additionally, I investigated the nature of the collaborative process between the teaching intern and his mentor teacher as they collaborated on action (during structured planning time) and in action (while students were present). The teaching internship resided in a seventh-grade mathematics classroom during the teaching of a probability unit from a standards-based curriculum, Connected Mathematics Project. Using existing research, a conceptual framework was developed and multiple data sources (audio taped collaborations, observations of the intern's teaching practices, semi-structured interviews, and a mathematics pedagogy assessment) were analyzed in order to understand the teaching intern's development of knowledge of instructional strategies, knowledge of student understandings, curricular knowledge, and conceptions of purpose for teaching probability.Results identified numerous dilemmas related to planning and implementing instruction. Although the teaching intern developed pedagogical content knowledge, he often experienced difficulty accessing it while teaching. Through collaboration, curriculum, and the classroom context, the teaching intern learned to incorporate his pedagogical content knowledge in instruction. Analysis revealed that as he gained new knowledge he was able to shift his focus from content to the use of instructional strategies for teaching and learning. The curriculum was the primary focus of collaboration and initiated the intern's examination of the learning-to-teach process. Collaboration on action and collaboration in action proved to be essential elements in the development of pedagogical content knowledge.

Being an Educator and Game Developer: The Role of Pedagogical Content Knowledge in Non-Commercial Serious Games Production

2019 ◽  
Vol 50 (6) ◽  
pp. 771-788
Author(s):  
Jonas Linderoth ◽  
Björn Sjöblom
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Game Design ◽  
Serious Games ◽  
Individual Development ◽  
Game Development ◽  
Pedagogical Content ◽  
University Course ◽  
The University

Background and aim. Previous literature has discussed tensions between the field of game design and the field of education. It has been emphasized that it is important to address this tension when developing game based learning (GBL). In order to find potential ways of approaching this problem, we investigate the development of GBL when performed by those who have both pedagogical content knowledge (PCK) and experience in game development. Method. Two case studies about serious games production were conducted, a game section at a national defense college and a university course in educational game design. The cases, as well as individual development projects within the settings, were analyzed with a focus on the role of PCK during serious games development. Results. While the developers and instructors at the defence college, who designed games for their in-house needs, had both PCK and knowledge about game development, these competencies varied a lot among the participants at the university course. The results show that educational goals added complexity to the design process. By comparison, some studied game projects at the university course avoided this complexity. These projects legitimized their games as educational by suggesting unproven far transfer. In other cases, where the developers did have PCK, the instructional goals where taken as a starting point that guided the whole development process. This lead to games that were designed to match highly specific educational contexts. The developers, instructors and teachers in both of the settings who used their PCK tended to break a number of established game design heuristics that would have been counter productive in relation to the learning objectives of the games. Conclusions. The paper suggests that there is a need for people with pedagogical content knowledge AND knowledge about game development. Enhancing these dual competencies in game workers could forward the field of GBL.

scholarly journals In-Service Professional Development on Supporting Elementary Teachers’ Pedagogical Content Knowledge and Efficacy through Inquiry-Based Teacher Training

2018 ◽  
Vol 42 ◽  
pp. 00008
Author(s):  
Muhammad Randy Fananta ◽  
Tria Umbara ◽  
Saktiana Dwi Hastuti
Keyword(s):  
Teacher Training ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Comparative Method ◽  
Monitoring And Evaluation ◽  
Multiple Sources ◽  
Pedagogical Content ◽  
Constant Comparative Method ◽  
Supporting Teachers

This study was conducted to ascertain the role of inquiry in supporting teachers’ pedagogical content knowledge (PCK) and efficacy based on the In-Service Profesional Development (INSEP) findings. INSEP program has been conducted by Kelas Lentera Kuark in East Sumba Regency, East Nusa Tenggara Province. This program was conducted from January to July of 2016 within three stages such as: (1) Preliminary assessment (2) Teacher training (consist of two sessions: Motivational and leadership training, and Inquiry-Based Teacher Training); (3) Monitoring and Evaluation. This study was conducted using the qualitative approach of multiple cases study. The data were obtained from multiple sources and analyzed through the approach of constant comparative method. The findings show that inquiry plays an important role in constructing teachers’ PCK and efficacy. Inquiry does not only serves as an instructional teaching but also it develops their paradigm to understand more about Nature of Science thus they have the ability to develop PCK that can bring a direct impact to their efficacy.

The Role of Opportunities to Learn in Teacher Preparation for EFL Teachers’ Pedagogical Content Knowledge

2017 ◽  
Vol 101 (1) ◽  
pp. 109-127 ◽  
Author(s):  
Johannes König ◽  
Sarantis Tachtsoglou ◽  
Sandra Lammerding ◽  
Sarah Strauß ◽  
Günter Nold ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Opportunities To Learn ◽  
Pedagogical Content ◽  
Efl Teachers
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