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.

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 Considering the Role of Zone of Proximal Development and Constructivism in Supporting Teachers’ TPACK and Effective Use of Technology

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Drew Polly ◽  
Erik Byker
Keyword(s):  
Content Knowledge ◽  
Zone Of Proximal Development ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Proximal Development ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Effective Use ◽  
Supporting Teachers

This paper focuses on the construct of Technological Pedagogical Content Knowledge (TPACK) as a way to think about the knowledge and skills teachers need to effectively use technology with students. We use the construct of Vygotksy’s Zone of Proximal Development and Social Constructivist epistemologies to consider ways to scaffold and develop pre-service teachers’ TPACK. We synthesize these ideas and provide vignettes that describe what these look like in teacher education programs. We then conclude with implications for both research and practice.

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 Technological Pedagogical Content Knowledge (TPACK) in pre-service and in-service chemistry teacher training: a systematic literature review

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 611-620
Author(s):  
Thaygra Severo Bernardes ◽  
Agostinho Serrano de Andrade Neto
Keyword(s):  
Theoretical Model ◽  
Teacher Training ◽  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Information And Communication Technologies ◽  
Systematic Literature Review ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teacher ◽  
Pedagogical Content

To guide the integration of Information and Communication Technologies (ICT) in the classroom, the theoretical model Technological Pedagogical Content Knowledge (TPACK), proposed by Mishra and Koehler in 2006, reinforces the importance of connecting pedagogical, technological, and content knowledge of teachers. This research sought to investigate the literature on how the theoretical model TPACK is being used for the integration of technology in Chemistry teaching. This investigation was based on a Systematic Literature Review (SLR), reaching a sample of 23 articles published in scientific journals from 2006 to 2019. In general, the researches that composed this SLR uses the theoretical model TPACK in a more theoretical way and mostly in in-service teacher training. The lack of research in the Brazilian context signals the need for more work supported by this framework, which can lead to practices that are more aligned with the contemporary needs of Chemistry teacher training.

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