Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge

2011 ◽  
Vol 62 (2) ◽  
pp. 154-171 ◽  
Author(s):  
Sigrid Blömeke ◽  
Ute Suhl ◽  
Gabriele Kaiser
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Primary Teachers ◽  
Pedagogical Content ◽  
Mathematics Pedagogical Content Knowledge ◽  
And Mathematics

scholarly journals The Pedagogical Knowledge Deployed by a Primary Mathematics Teacher Educator in Teaching Symmetry

Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1241
Author(s):  
Mª Isabel Pascual ◽  
Miguel Montes ◽  
Luis Carlos Contreras
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teacher ◽  
Teacher Educator ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Pedagogical Content ◽  
Primary Teacher Education ◽  
Prospective Primary Teachers

Although the knowledge required by mathematics teacher educators is a relatively recent area of research, there has been significant progress in the field over the last few years. The classic distinction of a teacher’s knowledge into content knowledge and pedagogical content knowledge prompts us to reflect in this regard on what should constitute the content of primary teacher education programmes, and how the educator might mediate this content to make it accessible to their prospective teachers. This paper aims to contribute to this progress through a study into the work of Lucas, a teacher educator, during the course of a training session with prospective primary teachers. Critical observation of the video recording brought to the fore salient teaching situations on the topic of symmetry, which led us to explore the pedagogical content knowledge deployed in the session through a guided interview with the educator. Analysis of extracts from this interview enabled us to identify three main categories of this PCK: knowledge about how to teach programme content; knowledge about the characteristics of prospective primary teachers’ learning; and knowledge about the standards and norms of primary teacher education programmes.

scholarly journals Primary Science Teaching – Is it Integral and Deep Experience For Students?

2016 ◽  
Vol 7 (1) ◽  
pp. 82-99 ◽  
Author(s):  
Inge Timoštšuk
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Science Teaching ◽  
Content Knowledge ◽  
Primary Teachers ◽  
Initial Teacher Education ◽  
Education For Sustainability ◽  
Pedagogical Content

AbstractIntegral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers’ professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students’ understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils’ achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching.

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

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.

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