Does the body count as evidence? Exploring the embodied pedagogical content knowledge concerning rhythm skills of a Dutch specialist preschool music teacher

2021 ◽  
Vol 16 (1) ◽  
pp. 89-103 ◽  
Author(s):  
Melissa Bremmer
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Music Teachers ◽  
Single Case ◽  
Physical Modelling ◽  
Structured Interview ◽  
The Body ◽  
Music Teacher ◽  
Pedagogical Content ◽  
Starting Point

In educational research, the teacher’s body tends to be neglected as a source of evidence of pedagogical content knowledge (PCK). The music teacher’s body might, however, communicate knowledge about teaching that is key to the profession of music teachers. This qualitative single case study set out to explore what the embodied PCK of a music teacher regarding teaching rhythm skills could be. Through a stimulated recall interview, two video analysis tasks, a digital notebook and a semi-structured interview, the PCK of a Dutch specialist music teacher teaching rhythm skills to preschoolers was mapped. The findings show that physical modelling, but also instructional, guiding, representational gestures and embodied ways of assessing, reflect embodied aspects of a music teacher’s PCK regarding rhythm skills. This research study illuminates the role of the music teacher’s body in PCK and provides a starting point for developing a body-based pedagogy for (future) music teachers.

Where’s the body? Reconsidering the concept of pedagogical content knowledge through research in music education with Dutch specialist preschool music teachers

2020 ◽  
pp. 1-12
Author(s):  
Melissa Bremmer
Keyword(s):  
Music Education ◽  
Pedagogical Content Knowledge ◽  
Embodied Cognition ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Music Teachers ◽  
The Body ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Preschool Music

Abstract This article reports an investigation into the pedagogical content knowledge (PCK) of Dutch specialist preschool music teachers with regard to teaching and learning rhythm skills from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. Through stimulated recall interviews, video analysis tasks, notebooks and semi-structured interviews, the PCK of six music teachers was explored. Regarding the content, a new form of bodily based PCK was found in the data: instructional gestures, representational gestures and guiding gestures that facilitate the learning of rhythm skills of preschoolers. Regarding its nature, this study demonstrated that the music teacher’s PCK presents itself as a multimodal form of knowing, distributed over language, sound, gestures, body positioning and physical actions. This study raises the question whether the body is marginalised in current conceptualisations of PCK.

Examining Pedagogical Content Knowledge of an Expert Band Director Teaching Lips Slurs

2016 ◽  
Vol 26 (2) ◽  
pp. 90-103 ◽  
Author(s):  
J. Si Millican
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Cognitive Task ◽  
Music Teacher ◽  
Beginning Band ◽  
Band Director ◽  
Pedagogical Content ◽  
School Year ◽  
Band Students

The purpose of this case study was to describe how one band director used pedagogical content knowledge while working with beginning-band students to help them develop the skill of playing brass lip slurs. Data were generated from (1) video recordings of each class over two different weeks during the school year, (2) “think aloud” interviews in which the teacher described what educational actions and decisions the teacher was making, and (3) detailed observation notes. I used cognitive task analysis to develop a concept map illustrating components of pedagogical content knowledge the teacher used during instruction. The teacher combined content knowledge, knowledge of students, and curriculum knowledge providing examples of how pedagogical content knowledge manifests itself in teaching beginning band. Examining the teacher’s pedagogical content knowledge revealed core teaching practices that may be useful for music teacher educators to understand and develop.

scholarly journals CONOCIMIENTO ESPECIALIZADO PARA ENSEÑAR LA OPERACIÓN DE RESTA EN EDUCACIÓN INFANTIL

2018 ◽  
Vol 24 (esp.) ◽  
pp. 4 ◽  
Author(s):  
M. Cinta Muñoz-Catalán ◽  
María del Mar Liñán García ◽  
Miguel Ribeiro
Keyword(s):  
Early Childhood ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Early Years ◽  
Early Childhood Teacher ◽  
Specialized Knowledge ◽  
Pedagogical Content ◽  
Starting Point

 Resumen: En este trabajo reflexionamos sobre el conocimiento profesional del profesor de Educación Infantil en relación con la resta. La atención al conocimiento deseable de este profesional es relativamente reciente, existiendo escasos estudios que aborden este tema. Partimos de la consideración de que este conocimiento es especializado; diferente al del profesor de Primaria o Secundaria; y su caracterización debe realizarse desde un enfoque centrado en la propia matemática. Esto nos lleva a considerar el modelo del Conocimiento Especializado del Profesor de Matemáticas (Mathematics Teachers’ Specialised Knowledge, MTSK) como herramienta teórica y analítica idónea para ofrecer una propuesta de elementos de conocimiento especializado que, a la luz de nuestra experiencia docente e investigadora, consideramos que deseables para este profesional en relación con la resta, incluyendo aspectos de conocimiento del contenido (Mathematical Knowledge, MK) y de conocimiento didáctico del contenido (Pedagogical Content Knowledge, PCK). La reflexión sobre esta propuesta nos lleva a destacar tres elementos principales que parecen caracterizadores de la naturaleza de este conocimiento: su densidad y cohesión, la profundidad de los conocimientos matemáticos implicados y su repercusión para construir un adecuado PCK; y la relevancia del conocimiento de las fases que los niños siguen en su proceso de comprensión del número. Se aportan sugerencias para la formación inicial y continua de estos profesionales.Palabras clave: Conocimiento especializado del profesor de matemáticas. MTSK. Profesor de Educación Infantil. Resta. Conocimiento matemático del contenido y conocimiento didáctico del contenido.KINDERGARTEN TEACHERS’ SPECIALISED KNOWLEDGE ON SUBTRACTION Abstract: In this paper we reflect upon the early childhood teachers’ professional knowledge in relation to subtraction. Paying attention to this professional desirable knowledge is relatively recent, and thus there are few studies that address it. We assume as a starting point the consideration that this knowledge is specialized; differs from that of primary or secondary teachers’; and its characterization must be carried out from an approach centered on mathematics itself. This leads us to consider the model of Mathematics Teachers’ Specialised Knowledge (MTSK) as a suitable theoretical and analytical tool to offer a proposal of specialized knowledge elements that, in light of our teaching and research experience, we considered desirable for the work of teaching of these professionals in relation to subtraction. In this proposal we include aspects of Mathematical Knowledge (MK) and of Pedagogical Content knowledge (PCK). In the proposal we highlight three main elements that seem to characterize the nature of this knowledge: its density and cohesion; the depth of the mathematical knowledge involved and its impact to build an adequate PCK; and the relevance of knowledge of the phases that children follow in their process of understanding the number. Some recommendations for early years teachers’ education are provided.Keywords: Mathematics Teachers’ Specialised Knowledge. MTSK. Early childhood teacher. Subtraction. Mathematical knowledge. Pedagogical content knowledge.CONHECIMENTO ESPECIALIZADO DO PROFESSOR DA EDUCAÇÃO INFANTIL NO ÂMBITO DO TEMA DA SUBTRAÇÃO Resumo: Neste trabalho, refletimos sobre o conhecimento profissional do professor de Educação Infantil em relação à subtração. Considerar como foco de atenção o conhecimento desejável destes professores é algo relativamente recente, existindo poucos estudos que abordam esta questão. Partimos da consideração de que esse conhecimento é especializado; diferente do conhecimento do professor das etapas escolares seguintes; e sua caracterização deve ser realizada a partir de uma abordagem centrada na própria matemática. Nesse sentido consideramos a conceitualização do Mathematics Teachers’ Specialized Knowledge (MTSK) como uma ferramenta teórica e analítica para conceitualizar uma proposta de elementos constituintes do conhecimento especializado ideal do professor no âmbito que, à luz de nossa experiência de ensino e pesquisa, consideramos desejável para este profissional em relação à subtração. Nesta proposta incluímos aspectos do conhecimento do conteúdo e do conhecimento pedagógico do conteúdo (PCK). Nesta proposta destacamos três elementos principais que parecem caracterizar a natureza desse conhecimento: sua densidade e coesão; a profundidade do conhecimento matemático envolvido e seu impacto para construir um PCK adequado; e a relevância do conhecimento do professor das fases que as crianças seguem no seu processo de compreensão do número em etapas educativas posteriores. São fornecidas sugestões para a formação inicial e contínua de professores.Palavras chave: Conhecimento Especializado em Professores de Matemática. MTSK. Professor de Educação Infantil. Subtração. Conhecimento matemático do conteúdo e conhecimento pedagógico do conteúdo.

scholarly journals An Investigation of Science Teachers’ Web Pedagogical Content Knowledge / Istraživanje poznavanja mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Abdullah Balcı ◽  
Bülent Aydoğdu ◽  
Fatih Özdinç
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Work Experience ◽  
Self Efficacy ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Pedagogical Content ◽  
The Web

The purpose of this study was to investigate the web pedagogical content knowledge of science teachers. As a mixed method design, this study was carried out with science teachers. A total of 229 science teachers participated in the quantitative part of the study and 17 science teachers with different year experience took part in the qualitative part. Quantitative data in the study were collected through the Web Pedagogical Content Knowledge Scale and the qualitative data were collected by a semi-structured interview. The obtained quantitative data were analyzed using descriptive statistics, Mann-Whitney U test and Kruskal-Wallis H test. The content analysis was used on the qualitative data. The quantitative results of the research indicated that the levels of teachers’ self-efficacy perceptions regarding web pedagogical content knowledge were very high. Moreover, the scores obtained from the overall scale and its sub-dimensions significantly differed with regards to work experience of science teachers. The qualitative findings of the study revealed that science teachers made use of the Web for lectures, experiments, practice, visual support, videos, and compensating the lack of materials. It was also emphasized that teachers should be educated to use the Web in their teaching practices.Key words: science teachers; web-based teaching; web pedagogical content knowledge; self-efficacy. --- Cilj ovoga istraživanja bio je ispitati poznavanje mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta. Istraživanje je zasnovano na dizajnu miješanih metoda i provedeno je s uzorkom nastavnika prirodnih predmeta, koji je obuhvatio ukupno 229 nastavnika u kvalitativnom dijelu studije i 17 nastavnika prirodnih predmeta, s različitim iskustvom, u kvalitativnom dijelu istraživanja. Kvantitativni podatci u istraživanju sakupljeni su upotrebom Skale poznavanja mrežnoga pedagoškog sadržaja, a kvalitativni podatci sakupljeni su polustrukturiranim intervjuom. Deskriptivne statistika, Mann-Whitney U test i Kruskal-Wallis H test upotrijebljeni su za analizu kvantitativnih podataka, a metodom analize sadržaja obrađeni su kvalitativni podatci. Kvantitativni rezultati istraživanja pokazuju vrlo visoke razine percepcije samoučinkovitosti vezane za poznavanje mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta. Osim toga, rezultati dobiveni primjenom sveukupne Skale i njezinih poddimenzija značajno se razlikuju s obzirom na iskustvo nastavnika. Kvalitativni rezultati studije otkrili su da nastavnici prirodnih predmeta koriste mrežu za predavanja, eksperimente, praksu, vizualnu podršku, videozapise i kompenzaciju manjka materijala. Također je naglašeno da nastavnici trebaju biti obrazovani kako bi koristili mrežu u svojim praksama poučavanja.Ključne riječi: nastavnici prirodnih predmeta, mrežno potpomognuto poučavanje; poznavanje mrežnoga pedagoškog sadržaja; samoučinkovitost.

scholarly journals ECONOMICS TEACHERS’ USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS

2020 ◽  
Vol 78 (3) ◽  
pp. 371-393
Author(s):  
Ijeoma Chidinma Ogbonnaya ◽  
Andile Mji ◽  
Oliva Neo Mafa-Theledi ◽  
Beatrice Ngulube
Keyword(s):  
South Africa ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Structured Interview ◽  
School Level ◽  
Market Dynamics ◽  
Pedagogical Content ◽  
Descriptive Case Study ◽  
Knowledge Domains

The poor learners’ understanding of specific topic ‘Market Dynamics’ (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners’ understanding of MD. This research aimed to examine economics teachers’ teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK. Using Mavhunga’s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in–depth understanding of teachers’ use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers’ use of TS-PCK based on ‘representations’ revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development. Keywords: content knowledge, economics teachers, pedagogical content Knowledge, topic specific pedagogical content knowledge, market dynamics.

scholarly journals Educational Neuroscience Training for Teachers’ Technological Pedagogical Content Knowledge Construction

2021 ◽  
Vol 12 ◽  
Author(s):  
Yulu Cui ◽  
Hai Zhang
Keyword(s):  
Pedagogical Content Knowledge ◽  
Training Program ◽  
Content Knowledge ◽  
Well Being ◽  
Technological Pedagogical Content Knowledge ◽  
Educational Neuroscience ◽  
Pedagogical Content ◽  
Knowledge Based ◽  
Starting Point ◽  
Smart Education

The attention to the laws of the brain and the mechanism of learning in the smart education era becomes the starting point for the convergence and development of education and neuroscience, which also inspired educational neuroscience (EN) affecting the teacher’s development. Although teachers always have a general curiosity about EN and its applications, the limited knowledge hinders their general practice, neuromyths begin to emerge, and there is no evidence to directly show the connection between EN and teachers’ technological pedagogical content knowledge (TPACK) knowledge. Based on an EN teacher training program for 216 teachers, this study verifies that EN training programs can promote teachers’ understanding of EN-related knowledge, and EN is also correlated to teachers’ TPACK. However, the EN training program does not promote high well-being and satisfaction. The research also analyzes the process of teachers’ EN knowledge dissemination based on interviews, and the research conclusion can further reveal the necessity of EN training for teachers in the future.

Developing a Mindset to Succeed in Teacher Evaluation Systems

2019 ◽  
pp. 29-44
Author(s):  
Cara Faith Bernard ◽  
Joseph Michael Abramo
Keyword(s):  
Teacher Evaluation ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Music Teachers ◽  
Music Teaching ◽  
Pedagogical Content ◽  
Evaluation Systems ◽  
The Common ◽  
Common Problems ◽  
Teacher Evaluation Systems

This chapter discusses some of the common problems music teachers have with teacher evaluation and provides an overall framework or approach that can help music teachers overcome them. This framework can help teachers develop the best mindset and strategies when working through these common challenges. Music teachers commonly mention that the criteria for teacher evaluation are not applicable to music teaching and that non-music evaluators do not provide useful feedback. The framework requires teachers to distinguish between what are commonly called “content knowledge,” “general pedagogical knowledge,” and “pedagogical content knowledge.” In doing this, music teachers might balance advocating for themselves with having an openness to critique and improving as professionals. Through this balance, music teachers can use teacher evaluation to not just survive but also thrive, to successfully advocate for their teaching, and to grow professionally.

scholarly journals Teaching in health residencies: knowledge of preceptors under Shulman's analysis

2020 ◽  
Vol 73 (4) ◽  
Author(s):  
Kátia Regina Barros Ribeiro ◽  
Marta Lenise do Prado ◽  
Vânia Marli Schubert Backes ◽  
Neyse Pratícia do Nascimento Mendes ◽  
Deborah Dinorah de Sá Mororó
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Structured Interview ◽  
Pedagogical Knowledge ◽  
Northeastern Brazil ◽  
Basic Knowledge ◽  
University Hospitals ◽  
Pedagogical Content ◽  
Teaching Knowledge ◽  
Teaching Learning

ABSTRACT Objectives: to understand how the pedagogical knowledge that integrates the basic knowledge of teaching is perceived by preceptors in residents' teaching-learning process. Methods: a qualitative research conducted by semi-structured interview from December 2013 to July 2014, with 31 preceptors of residency programs of three university hospitals in northeastern Brazil. For analysis, the Grounded Theory's proposal was used and supported by Atlas ti(r) 7.0 software. Results: preceptors integrate preceptorship with basic teaching knowledge proposed by Lee Shulman, with emphasis on General Pedagogical Knowledge when seeking strategies to better work on specific and disciplinary content, and Pedagogical Content Knowledge when adapting content to make it comprehensible to residents. Final Considerations: the study allowed us to understand how Shulman's basic knowledge of teaching is perceived by preceptors. It is recognized that they integrate knowledge into the preceptorship, highlighting the General and Pedagogical Content Knowledge.

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