Module Based on Pedagogical Content Knowledge to Increase the Engagement and Skills of the Future Teachers in Designing a Lesson Plan

2017 ◽  
Vol 11 (1) ◽  
pp. 91
Author(s):  
Ika Maryani ◽  
Sri Tutur Martaningsih ◽  
Caraka Putra Bhakti
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Future Teachers ◽  
Pedagogical Content ◽  
The Future

scholarly journals Modeling Active Engagement Pedagogy through Classroom Response Systems in a Physics Teacher Education Course

2013 ◽  
Vol 1 (5) ◽  
pp. 523-542 ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Heather Fisher ◽  
Alexandra MacDonald
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Methods Course ◽  
Active Engagement ◽  
Future Teachers ◽  
Pedagogical Content ◽  
Classroom Response Systems ◽  
Response Systems ◽  
The Impact

One of the most commonly explored technologies in Science, Technology, Engineering, and Mathematics (STEM) education is Classroom Response Systems (clickers). Clickers help instructors generate in-class discussion by soliciting student responses to multiple-choice conceptual questions and sharing the distribution of these responses with the class. The potential benefits of clicker-enhanced pedagogy include: increased student engagement, reduced anxiety, continuous formative assessment, and enhanced conceptual understanding. Most studies, however, investigate the effects of clicker-enhanced instruction in large undergraduate STEM courses. The impact of this pedagogy on learning in small secondary or post-secondary classrooms is still relatively unexplored. The context of this study is a secondary physics methods course in a Teacher Education Program at a large Canadian university. One of the course assignments required future teachers to develop multiple-choice conceptual questions relevant to the secondary physics curriculum. This study investigates the impact of modeling clicker-enhanced active engagement pedagogy on future teachers’ Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge, as revealed by this assignment. The results of the study indicate that: (1) modeling clicker-enhanced pedagogy in a physics methods course increases future teachers’ interest in active learning; (2) clicker-enhanced pedagogy is a powerful vehicle for developing Pedagogical Content Knowledge of future physics teachers; (3) clicker-enhanced pedagogy is a useful tool for teacher educators for identifying and addressing the gaps in the Content Knowledge of future teachers. This study sheds light on developing future teachers’ capacities to design and implement instruction that is driven by conceptual questions in the presence or absence of technology and the impact of this process on their Pedagogical Content Knowledge and attitudes about conceptual STEM learning.

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.

Improving Initial Teacher Education in Australia

2018 ◽  
pp. 50-71
Author(s):  
Glenn Finger
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Initial Teacher Education ◽  
Pedagogical Content ◽  
Innovation Fund ◽  
The Future

Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

Improving Initial Teacher Education in Australia

2018 ◽  
pp. 45-66
Author(s):  
Glenn Finger
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Initial Teacher Education ◽  
Pedagogical Content ◽  
Innovation Fund ◽  
The Future

Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

scholarly journals Advancing teacher technology education using open-ended learning environments as research and training platforms

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Eric G Poitras ◽  
Tenzin Doleck ◽  
Lingyun Huang ◽  
Shan Li ◽  
Susanne P Lajoie
Keyword(s):  
Pedagogical Content Knowledge ◽  
Technology Education ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Design Guidelines ◽  
Primary Concern ◽  
Pedagogical Content ◽  
First Case ◽  
Teacher Technology

A primary concern of teacher technology education is for pre-service teachers to develop a sophisticated mental model of the affordances of technology that facilitates both teaching and learning with technology. One of the main obstacles to developing the requisite technological pedagogical content knowledge is the inherent challenge faced by teachers in monitoring and controlling certain aspects of their own learning while navigating the web and designing a lesson plan. This paper reviews preliminary findings obtained in our research with nBrowser, an intelligent web browser designed to support pre-service teachers’ self-regulated learning and acquisition of technological pedagogical content knowledge. Case examples of data mining techniques are presented that allow the discovery of knowledge regarding pre-service teachers’ information-seeking and acquisition behaviours and how to support them. The first case illustrates the use of simulated learner experiments, while the second involves the creation of a model to detect learner behaviours. We discuss the implications in terms of design guidelines recommendations for nBrowser as well as the broader impacts for future research on technological pedagogical content knowledge research and development.

scholarly journals Investigating Pedagogical Content Knowledge-in-Action

2016 ◽  
Vol 5 (3) ◽  
pp. 212 ◽  
Author(s):  
Rukiye Didem Taylan ◽  
João Pedro Da Ponte
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Strategies ◽  
Content Knowledge ◽  
Teacher Educator ◽  
Future Teachers ◽  
Pedagogical Content ◽  
Pedagogical Reasoning ◽  
Student Questioning ◽  
School Partnership ◽  
5Th Grade

Abstract: This paper investigates the pedagogical content knowledge (PCK) of a teacher educator who teaches 5th-grade mathematics in a school in the context of a university-school partnership project. PCK is analyzed in a qualitative way through video-taped classroom episodes with focus on interactions between the teacher and the students as well as the teacher’s reflections and pedagogical reasoning on the interactions. The analyses indicate examples of PCK development during teaching, especially refinement in the domain of knowledge of instructional strategies and representations. This knowledge improved as a result of reflection on student questioning and analysis of students’ misconceptions. Different roles of being teacher, teacher educator, and researcher afforded opportunities to gain insights on how to develop knowledge required for teaching and analyze it in order to facilitate future teachers’ learning.

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