The ability of pedagogic content knowledge (PCK) of mathematics teacher candidate based on multiple intelligent

As the educational world becomes more technologically inclusive, the need for teacher candidates to become proficient at integrating technology into their practice is crucial. Teacher Education programming in Ontario needs to reflect the current climate of K-12 teaching. In order to improve the learning environments for our teaching candidates, Teaching and Learning with Technology instructors decided to incorporate the concept of Genius Hour within our courses. Using this strategy, we hoped the teacher candidates would become more passionate within their learning, while developing the necessary technological, pedagogical, and content knowledge and skills. This study sought to understand the ways in which Teacher Candidate participation in Genius Hour influences their perceived participation within the course, as well as their opinions on the benefits of teaching with Genius Hour. According to teacher candidates, Genius Hour allowed for the time to focus on something of personal interest, with 2/3 of the participants seeing personal improvements in creativity and participation in their overall program.

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Wiki Interaction Tracks in Geometry Learning

E-Adoption and Technologies for Empowering Developing Countries ◽

10.4018/978-1-4666-0041-6.ch014 ◽

2012 ◽

pp. 185-204

Author(s):

Wajeeh Daher

Keyword(s):

Preservice Teachers ◽

Content Knowledge ◽

Knowledge Building ◽

Comparative Method ◽

Discussion Section ◽

Pedagogic Content Knowledge ◽

Constant Comparative Method ◽

Constant Comparative ◽

Geometric Content ◽

Geometry Learning

The constant comparative method (Lincoln & Guba, 1985) was used to analyze preservice teachers’ discussions and interactions in wiki discussion sections regarding geometric lessons that were written by other preservice teachers in the year before. The data was compared for the following interaction aspects of knowledge building: dialogical actions, participants’ roles, and discussion tracks. Research shows that building their content and pedagogic content knowledge, the preservice teachers together with the lecturer used mainly proposing, asking, requesting, arguing, presenting, and moving the discussion forward as dialogical actions. Proposing and asking were used for various goals such as proposing various ideas and actions, and asking about different issues concerned with geometric content and pedagogic content knowledge. The lecturer asked questions more than the preservice teachers, while the preservice teachers proposed more than the lecturer. The knowledge building was collaborative in nature, and one important aspect which enabled the collaboration is the topology of the wiki discussion section. This topology enables presenting the content of the messages; not just the titles, where the contents are presented as having the same level and thus the same importance.

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The Development of an Inclusive Model to Construct Teacher’s Professional Knowledge: Pedagogic content knowledge for sound-based music as a new subject area

Organised Sound ◽

10.1017/s1355771819000347 ◽

2019 ◽

Vol 24 (3) ◽

pp. 274-288

Author(s):

Motje Wolf ◽

Sarah Younie

Keyword(s):

Content Knowledge ◽

Music Teachers ◽

Traditional Music ◽

Subject Area ◽

Electroacoustic Music ◽

Pedagogic Content Knowledge ◽

Knowledge Domains ◽

Subject Content Knowledge ◽

Teaching Music ◽

Epistemological Analysis

This article outlines a systematic process for developing the different knowledge domains required for teaching sound-based (electroacoustic) music as a new subject area. As a new area within the discipline of music, teachers are novices to the field. This requires epistemological deconstruction of what knowledge teachers need in this new field. Then the analysis outlines how to develop teachers’ new knowledge, which can be constructed as subject content knowledge (SCK), pedagogic content knowledge (PCK) and technology pedagogic content knowledge (TPACK). This epistemological analysis informed our creation of teaching materials that develop these different knowledge domains and take account of the complex interplay between them. This process was demonstrated through the ElectroAcoustic Resource Site Projects, which first built subject content knowledge and then created teacher’s packs to build pedagogic content knowledge, and a bespoke CPD programme, which embedded their inter-relationships and built technology pedagogic content knowledge. Most importantly, creating the teacher’s packs employed a user-centred design approach, putting teachers and pupils in the centre of the development process, thereby giving them voice. Voice is an integral part of empowerment in our model, which disrupts the hegemonic grip of the academic curriculum dominated by the traditional music canon. This article adds to the knowledge-base regarding how to develop the different domains required for teaching a new subject. We argue that sound-based music is accessible to all teachers and learners, thereby increasing inclusivity. This in turn can radically disrupt ways of teaching music in schools and the model created provides the necessary scaffolding for a paradigm shift in music teaching on an international level.

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