Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course

2021 ◽  
Author(s):  
Betul Ekiz-Kiran ◽  
Yezdan Boz ◽  
Elif Selcan Oztay
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Strategies ◽  
Content Knowledge ◽  
School Experience ◽  
Mentor Teachers ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Development Tools ◽  
Teaching Orientations ◽  
Knowledge Of Learners

The purpose of this study was to improve the pedagogical content knowledge (PCK) of pre-service chemistry teachers using a school experience course enriched with PCK development tools such as CoRe as a lesson planning form, observations of mentor teachers’ teaching by using an observation form prepared based on PCK components, discussion sessions on these observations, and reflections on their teaching. Some valuable results of the study indicated that pre-service teachers' science teaching orientations did not change during the study. However, all participants' knowledge of learners and knowledge of instructional strategies improved by the end of the study. Knowledge of curriculum and knowledge of assessment are the components of PCK in which some pre-service teachers showed no improvement.

Interactions between the science teaching orientations and components of pedagogical content knowledge of in-service chemistry teachers

2020 ◽  
Vol 21 (1) ◽  
pp. 95-112
Author(s):  
Betul Ekiz-Kiran ◽  
Yezdan Boz
Keyword(s):  
Pedagogical Content Knowledge ◽  
Science Teaching ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Study Data ◽  
Chemistry Teachers ◽  
Science Teaching And Learning ◽  
Pedagogical Content ◽  
Solid Foundation ◽  
Teaching Orientations

The purpose of this study was to examine the interactions between in-service chemistry teachers’ science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the participants taught the mixtures unit. The results indicated that the participants held solid foundation purposes, in which students use science to be successful in their exams or next classes, along with everyday coping and correct explanations purposes. When participants’ correct explanations and solid foundation purposes interacted together with the same PCK component, solid foundation appeared to be the reason for their correct explanations purpose. The teaching strategies that teachers preferred to use interacted with their solid foundation and correct explanations purposes, and the participants altered curricula only if they believed it would lead students to achieve better scores on examinations. Participants’ beliefs about science teaching and learning indicated aspects of teacher-focused beliefs that prevent teachers from focusing on students’ prerequisite knowledge, learning difficulties, and misconceptions. These beliefs interacted with all the sub-components of knowledge of instructional strategies. In addition, there was an interaction between knowledge of curricula and beliefs about science teaching and learning for participants that were more knowledgeable about the curriculum. Moreover, what the teachers assessed was related to their correct explanations and everyday coping beliefs, while the way they assessed was related to their solid foundation beliefs. Last, none of the participants emphasised the aspects of the nature of science during their instruction.

scholarly journals Investigating Preservice Mathematics Teachers’ Pedagogical Content Knowledge through Microteaching

2020 ◽  
Vol 9 (1) ◽  
pp. 62
Author(s):  
Semiha Kula Ünver ◽  
Zekiye Özgür ◽  
Esra Bukova Güzel
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Strategies ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Data Set ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Preservice Mathematics Teachers ◽  
Knowledge Of Learners

The purpose of this study was to investigate how pre-service mathematics teachers’ pedagogical content knowledge was reflected in their microteaching. Twenty preservice secondary mathematics teachers participated in the study. The participants formed groups of two, three or four people of their choice, resulting in six groups in total. Each group designed and conducted a microteaching on a topic of their choice. The videotapes of the groups’ microteaching and their lesson plans constituted the data set for the study. We analyzed the data per the components of the pedagogical content knowledge framework outlined by various researchers. We found that the preservice mathematics teachers in general were knowledgeable about different instructional strategies and the curriculum about the topic of their microteaching, but their knowledge of learners was relatively poor. Implications for teacher education are discussed.

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.

scholarly journals Analyze of Chemistry Teacher Profiles Using Technological Pedagogical Content Knowledge (TPACK) Framework

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Base Material ◽  
Teaching Experience ◽  
Acid Base ◽  
Learning Methods ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Qualitative Descriptive

This study aims to analyze the profile of technological pedagogical and content knowledge (TPACK) chemistry teachers at one of the schools in Jakarta. The criteria for the teachers analyzed are professional teachers who have been certified and have more than 20 years of teaching experience. The method used in this study is a qualitative descriptive research method. The data sources were collected through the TPACK questionnaire referring to the Schmid instrument (2009), lesson plan analysis, observation of the learning process, and interviews. The results show that chemistry teachers can apply learning methods that vary each meeting according to the characteristics of acid-base material. The teacher also utilizes technology information & communication (ICT) based learning media to simplify and clarify material delivery. It can be concluded that teachers have pedagogical content knowledge (PCK) and technological content knowledge (TCK). The use of ICT media such as interactive power points, videos and mobile phones to support selected learning methods, shows that teachers are also competent in technological pedagogical knowledge (TPK). The results of the study concluded that the teacher had integrated all TPACK components into acid-base learning.

scholarly journals Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Feng Deng ◽  
Ching Sing Chai ◽  
Hyo-Jeong So ◽  
Yangyi Qian ◽  
Lingling Chen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Epistemological Beliefs ◽  
Discriminant Validity ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Convergent And Discriminant Validity ◽  
Survey Measure

While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological beliefs about chemistry. The participants were 280 Chinese preservice chemistry teachers enrolled in a university in China. Both exploratory and confirmatory factory analyses were performed on the TPACK survey measure to help to establish validity, including considerations for convergent and discriminant validity. This was followed by the invariance test to examine factorial validity as related to gender. To establish the predictive validity of TPACK, the relationships among teachers’ epistemological beliefs, TPACK, and their capacity for planning technology-integrated lessons were also examined. Overall, the results showed that all four types of validity looked at in this study (i.e., convergent, discriminant, factorial, and predictive) were satisfactorily established. Implications for TPACK research and teacher education are also discussed.

Development and Nature of Preservice Chemistry Teachers’ Pedagogical Content Knowledge for Nature of Science

2015 ◽  
Vol 46 (4) ◽  
pp. 575-612 ◽  
Author(s):  
Betül Demirdöğen ◽  
Deborah L. Hanuscin ◽  
Esen Uzuntiryaki-Kondakci ◽  
Fitnat Köseoğlu
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Chemistry Teachers ◽  
Pedagogical Content

Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs

2002 ◽  
Vol 26 (4) ◽  
pp. 427-462 ◽  
Author(s):  
Jon Margerum-Leys ◽  
Ronald W. Marx
Keyword(s):  
Educational Technology ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Student Teaching ◽  
Student Teacher ◽  
Mentor Teachers ◽  
Mentor Teacher ◽  
Pedagogical Content

This study had two purposes. The first was to explore the construct of teacher knowledge of educational technology through the lens of three components of Shulman's model of teachers' knowledge—content knowledge, pedagogical knowledge, and pedagogical content knowledge. A second purpose was to investigate the ways in which teacher knowledge is acquired, shared, and used by student teachers and their mentors in the context of the student teaching placement. The literature in educational technology takes, for the most part, a limited view of educational technology knowledge, reporting on teachers' awareness of technological applications and affordances. By using Shulman's model, this study constructed and considered a more comprehensive depiction of teacher knowledge. Teacher knowledge of educational technology as thus depicted was explored as it developed within a particular setting. Data were drawn from a three-month observation and interview period in the spring of 1999. Six participants—three student teachers and three mentor teachers—were observed and interviewed at a middle school in a working-class suburb of a large Midwestern city. From observations of teacher practice, inferences were made about the underlying body of knowledge evidenced by the participants. The perspective of student and mentor teacher participants was gained through a quasi-ethnographic interview process. Observation and interview data were analyzed using a shared coding system, allowing a rich description to be created. Results of the study indicated that employment of Shulman's model revealed a set of knowledge derived from and applicable to practice with educational technology. This knowledge could be considered a Pedagogical Content Knowledge of technology, corresponding to Shulman's identification of a particular understanding by teachers of content in service of teaching and teaming. Within the context of the mentor/student teacher pairs, both knowledge acquired in and brought to the setting was shared in a multi-year cycle from student teacher to mentor to subsequent student teacher. Impact on the field includes a broadening sense of the nature of knowledge of educational technology, as well as increased attention to the importance of the student teaching placement and student and mentor teachers' roles within that environment.

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