Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning

2017 ◽  
Vol 39 (12) ◽  
pp. 1690-1714 ◽  
Author(s):  
Anita Stender ◽  
Maja Brückmann ◽  
Knut Neumann
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Planning ◽  
Professional Knowledge ◽  
Pedagogical Content

scholarly journals Exploring the complexities of describing foundation phase teachers’ professional knowledge base

2015 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Carol Bertram ◽  
Iben Christiansen ◽  
Tabitha Mukeredzi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Knowledge ◽  
Methodological Issues ◽  
Barriers To Learning ◽  
Pedagogical Content ◽  
Kwazulu Natal ◽  
Grade 3 ◽  
Written Test ◽  
The University

The purpose of this paper is to engage with the complexities of describing teachers’ professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers acquired during their two years of study towards the Advanced Certificate of Teaching (ACT). We designed a written test to investigate the professional knowledge that teachers bring with them when they enrol for the ACT, with the aim of comparing their responses to the same test two years later, when they had completed the programme. The questionnaire included questions on teachers’ content knowledge; their pedagogical content knowledge (in particular, teachers’ knowledge about learner misconceptions, stages of learning, and ways of engaging these in making teaching decisions); and their personal knowledge (such as their beliefs about how children learn and barriers to learning). It spanned the fields of literacy in English and isiZulu, numeracy, and general pedagogy. Eighty-six foundation phase teachers enrolled for the ACT at the University of KwaZulu-Natal completed the questionnaire, and their responses pointed us to further methodological issues. We discuss the assumptions behind the design of the test/questionnaire, the difficulties in formulating relevant questions, and the problems of ‘accessing’ specific elements of teacher knowledge through this type of instrument. Our process shows the difficulties both in constructing questions and in coding the responses, in particular concerning the pedagogical content knowledge component for teachers from Grade R to Grade 3.

Understanding the Technological and Pedagogical Content Knowledge (TPACK) of mathematics teachers as a possibility for reflection on the use of educational technology

2021 ◽  
Vol 23 (6) ◽  
pp. 58-92
Author(s):  
Luciene A. Cardoso Valle ◽  
Gildo Girotto Junior
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Information And Communication Technologies ◽  
Mathematics Teachers ◽  
Professional Knowledge ◽  
Lesson Plans ◽  
Pedagogical Practices ◽  
Digital Information ◽  
Pedagogical Content ◽  
Use Of Resources

ABSTRACTBackground: The broader access to technological resources, combined with pedagogical practices implementation, shows the need of continuing education of teachers on Digital Information and Communication Technologies (DICT). Recognizing the knowledge that professionals need in their work is a path that allows the evaluation and creation of training measures. Objectives: Considering the Pedagogical and Technological Content Knowledge (TPACK) as a reference, we sought to investigate the professional knowledge of mathematics teachers about digital technological resources and their possible incorporation in pedagogical practices. Design: A qualitative research was carried out. Setting and Participants: Mathematics teachers working in high school, technical and higher education who participated in a short-term training proposal. Data collection and analysis: The research was based on meetings with mathematics teachers, in which the use of resources was discussed and lesson plans were elaborated; they were, then, followed up in a real scenario. Specific instruments, lesson plans, audiovisual records, and interviews were analyzed by Textual Discursive Analysis (TDA), provided evidence about teachers’ use of resources. Results: Different professional knowledge linked to TPACK were recognized at different levels and some factors such as professional experience and technological appropriation proved to be influential. Conclusions: In addition to the possibility of recognizing professional knowledge, it was noted that a specific character under the interpretation of TPACK recognizes such knowledge even in teachers with a low level of technology appropriation, which allowed reflections on the construct itself and its possible correlations with the Pedagogical Content Knowledge (PCK).

scholarly journals Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers’ Literacy Lesson Planning

2020 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Poonam Arya ◽  
Tanya Christ ◽  
Wen Wu
Keyword(s):  
Preservice Teachers ◽  
Content Analysis ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
A Priori ◽  
Lesson Planning ◽  
Pedagogical Knowledge ◽  
Lesson Plans ◽  
Pedagogical Content ◽  
Definition Of

This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts or tools. A priori coding and content analysis were used to identify preservice teachers’ demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely, combined Technological Content Knowledge and Technological Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%) and combined Pedagogical Content Knowledge and Technological Pedagogical Knowledge (0%). This study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical Knowledge, as our data showed Pedagogical Content Knowledge but not Technological Pedagogical Knowledge. Finally, it extended previous research by identifying patterns of literacy preservice teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations.

scholarly journals KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS’ TRAINING

2014 ◽  
Vol 60 (1) ◽  
pp. 79-100
Author(s):  
Carmen Fernandez
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Key Words ◽  
Content Knowledge ◽  
Professional Knowledge ◽  
Good Teacher ◽  
Pedagogical Content ◽  
Teaching Activity ◽  
Teachers Training

In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has “knowledge base”, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers’ professional knowledge and it has been widely used in the literature about teachers' knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK difficult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed. Key words: knowledge base of teaching; pedagogical content knowledge; professional knowledge; teachers’ education; teachers’ knowledge.

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