scholarly journals EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

2019 ◽  
Vol 10 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Dwi Juniati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Pedagogical Content ◽  
Good Communication ◽  
Good Communication Skill ◽  
Two Factors ◽  
The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

scholarly journals Estratégias formativas: um elemento potencializador para ressignificação da prática docente Formation strategies: a potentiation element for resignification the teaching practice

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Vera Lucia Merlini ◽  
Aparecido Dos Santos ◽  
Sandra Maria Pinto Magina
Keyword(s):  
Public School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Qualitative Change ◽  
Sao Paulo ◽  
Early Years ◽  
São Paulo ◽  
Pedagogical Content

Identificar ressignificação e transformação da prática docente de professoras participantes de uma formação. Apoiado nas ideias teóricas de: Nacarato e Santos referente aos processos formativos com viés colaborativo; Schön, Zeichner e Pimenta no que tange à reflexão sobre a prática docente; Vergnaud no que concerne às Estruturas Multiplicativas e Magina, Santos e Merlini às categorias de base do Campo Conceitual Multiplicativo. Os dados foram coletados no âmbito de uma formação continuada com um grupo de 14 professoras dos anos iniciais, numa escola pública da cidade de São Paulo. As análises permitem sustentar uma mudança qualitativa nas práticas dessas professoras, nas dimensões: gestão da sala de aula de Matemática; conhecimento didático e pedagógico do conteúdo e ressignificação do currículo.Identify reinterpretation and transformation of teaching practice of participants of training teachers. Data were collected as part of a continuing training with a group of 14 teachers of early years, a public school in São Paulo. The analyzes allow sustain a qualitative change in the practices of these teachers, dimensions: management of mathematics classroom; didactic and pedagogical content knowledge and reframing the curriculum.

An Exploration of Turkish Prospective Teachers’ Teaching Competencies through the Analysis of Their Pedagogical Content Knowledge Documentations

2018 ◽  
Vol 198 (2) ◽  
pp. 165-180
Author(s):  
Y. Soysal ◽  
S. Radmard
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Faculty Members ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Pedagogical Content ◽  
Two Factors ◽  
Teaching Programs ◽  
Turkish Language

This study explores the initial teaching competencies of 211 prospective teachers (PT) through an examination of their pedagogical content knowledge (PCK) documentations that were obtained through a PCK Construction Task. The scored data were subjected to a factor analysis, and two factors of PCK were extracted. ANOVA results showed that even though all teaching groups were relatively competent in documenting their knowledge of taught content and knowledge of instructional strategies and representations, they were less knowledgeable with regard to their students’ understanding. Regarding these two factors, the PTs attending the Turkish Language Teaching (TLT) program were also found to be at lower levels compared with the other three teaching programs. Through the semi-structured interviews with the faculty members, it was concluded that performance of the academics providing the TLT program was one of the reasons for the lower levels of PCK documentations of the PTs.

scholarly journals IMPLEMENTASI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SEBAGAI MODERNISASI DI BIDANG PENDIDIKAN

NIAGAWAN ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 159
Author(s):  
Nayla Rizqiyah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
New Order ◽  
Pedagogical Content ◽  
Additional Information ◽  
Learning Content ◽  
The World ◽  
Qualitative Descriptive ◽  
The Relationship

Technological pedagogical content knowledge (TPACK) is a relatively new learning model in the world of education. The practice of implementing this method includes mastery of technology, pedagogy and knowledge of learning content. TPACK is involved in the process of compiling learning designs, learning models and strategies, assessing and rearranging connected curricula and making technology the basis of reference for educational development. The research was carried out randomly on college students and the results of the research were described using a qualitative descriptive method. The relationship between TPACK and modernization in the world of education are two inseparable things, the inclusion of technology in elements of Indonesian education has had a significant effect and has changed the conventional order with a new order of methods and is expected to bring Indonesian education to a more advanced direction. It is hoped that research can provide benefits for developing the field of the education system as well as as additional information for other research.

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

scholarly journals Teaching Practice in B. Ed: Prospective Teachers’ Perception of Theory and Practice

2017 ◽  
pp. 41-51
Author(s):  
Farhat Khanam ◽  
Sana Akhtar
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Practical Implementation ◽  
Teacher Education Programs ◽  
Pedagogical Content ◽  
Course Work ◽  
Analysis Of Results ◽  
Structured Questionnaire

Teaching practice is the core component of whole teacher training process. This part not only allows prospective teachers to use their skills and enhance their abilities, but it also trains them for future job placement. Here the question arises that does teaching practice help prospective teachers to learn all teaching techniques, which is essential to gain mastery in teaching process or they get caught between the loopholes of theoretical ideal views and constraints of real classroom situations. The purpose of the study was to investigate the gap between theory taught during course-work and practical implementation of that knowledge during teaching practice. Another objective of the study was to assess the competency level of prospective teachers for teaching practice. It was hypothesized that prospective teachers do have sufficient content knowledge, awareness of pedagogical teaching strategies and teaching practice before the commencement of teaching practice. Sixty alumni of B.ED program, who passed out during last five years were randomly selected as samples for the following study. A structured questionnaire consisted of 25 items including content knowledge and understanding, pedagogical content knowledge, and application of gained knowledge and learned skills were designed to gather data. The questionnaire was based on a Lickert scale to gather responses. The data were analyzed by using the percentage method. After analysis of results, it can be recommended that teacher in-charges should also be assessed for their skills to apprise prospective teachers. Furthermore, there should be a comprehensive exam of prospective teachers before the commencement of teaching practice that should be designed and conducted under direct supervision of NACTE or its appointed team. It will be a great step to ensure quality teaching in teacher education programs.

How Online Tasks Promote Teachers' Expertise within the Technological Pedagogical Content Knowledge (TPACK)

2010 ◽  
pp. 219-235
Author(s):  
Aviva Klieger ◽  
Anat Oster-Levinz
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Information Communication ◽  
Technological Environment ◽  
Pedagogical Content ◽  
Digital Indicator ◽  
Professional Development For Teachers ◽  
Two Factors ◽  
Over Time

In the Information Communication Technology (ICT) era, teachers will have to wisely use the online environment in order to realize a new pedagogy. We developed a digital indicator for examining the extent to which technological knowledge is integrated with pedagogical content knowledge (TPACK). This indicator is used to examine online tasks developed by teachers in different subjects over time. The factors found to contribute and promote such integration are the instruction given to the teachers and time. These two factors enable the teachers to implement the appropriate pedagogy in a diverse technological environment. The authors recommend that correct integration of TPACK should be emphasized when planning professional development for teachers in the field of online tasks.

scholarly journals Teachers’ Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These

2017 ◽  
Vol 10 (3) ◽  
pp. 54
Author(s):  
Agah Tugrul KORUCU
Keyword(s):  
Pedagogical Content Knowledge ◽  
Technology Acceptance ◽  
Content Knowledge ◽  
Web Applications ◽  
Point Of View ◽  
Educational Levels ◽  
Pedagogical Content ◽  
Screening Model ◽  
The Relationship

The goal of this study is to analyze the situations of teachers’ technology acceptance and usage (TAU) and web pedagogy content knowledge (WPACK) in terms of different variations and to determine of the relationship between these two. The study group of this research consists of 96 teachers in total having different variations such as different branches, different professional seniorities, different ages and different educational levels they work in. Data collection tools comprising of 3 open-ended questions which are developed and structured by researchers and two different scales measuring technology acceptance and usage and web pedagogical content knowledge are utilized in this study. The scales and structured forms are applied through random sampling with screening model. In the results of the research, teachers’ technology acceptance and usage situations, web pedagogical content knowledge situations and their sexes and web 2.0 technologies usage situations don’t differ in terms of the dimensions and the entirety of the scales. The following are established according to the results; there are differences among teachers’ TAU situations, there aren’t any differences among their WPACK in terms of their branches; there aren’t any differences among their TAU situations and there are differences among their WPACK situations in terms of their ages; TAU and WPACK situations are not reasonable statistically in terms of their professional seniorities and educational levels they work in. Furthermore, it is also determined that web applications usage durations are not reasonable in terms of their TAU situations but they are reasonable in terms of WPACK. The answers which teachers provided towards open-ended questions are established to be categorized as education, technology, interaction, visuality, source and development. Additionally, it is settled that there is a low correlation between TAU and WPACK situations but it is possible to form a model between them. From the point of view of the findings of this study, it is suggested that knowledge and information regarding technology integration is provided experimentally to teachers in in-service seminars.

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