scholarly journals Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?

2017 ◽  
Vol 54 (3) ◽  
pp. 524-567 ◽  
Author(s):  
Anne K. Morris ◽  
James Hiebert
Keyword(s):  
Teacher Preparation ◽  
Content Knowledge ◽  
Elementary Teacher ◽  
Lesson Planning ◽  
Mathematics Lesson ◽  
Mathematics Courses ◽  
Knowledge For Teaching ◽  
Mathematics Knowledge ◽  
Planning Task ◽  
Content Knowledge For Teaching

We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when there were differences in how completely graduates attended to the key mathematics concepts when planning lessons, the differences favored the topics studied in the courses, especially topics emphasized most heavily. We conjecture that teacher preparation can matter for lesson planning, an important task for teaching, if enough opportunities are provided to acquire the relevant content knowledge for teaching. We consider what this might mean for teacher preparation, more generally.

Using the lens of pedagogical content knowledge for teaching the nature of science to portray novice chemistry teachers' transforming NOS in early years of teaching profession

2016 ◽  
Vol 17 (4) ◽  
pp. 1067-1080 ◽  
Author(s):  
Surayot Supprakob ◽  
Chatree Faikhamta ◽  
Potjanart Suwanruji
Keyword(s):  
Teacher Preparation ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Teaching Profession ◽  
Early Years ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

Pedagogical content knowledge for teaching the nature of science (PCK for NOS) has attracted interest in recent decades. This study investigated the PCK for NOS of six novice chemistry teachers with various educational backgrounds. An interpretive case study was performed. Multiple data sources including classroom observations, field notes, semi-structured interviews, and teachers' artifacts were collected. The inductive process used to analyze data involved categorical aggregation, followed by a search for patterns and themes. The findings revealed that all participants had limited PCK for NOS in terms of all of its components. They had robust chemistry knowledge and expressed adequate views of a few aspects of NOS. The teachers focused only on the chemistry content and rarely taught or reflected NOS in their real practices. The findings indicate that the teachers did not reflect or teach NOS, which might have resulted from inadequacies in their teacher preparation courses, which did not greatly emphasize teaching NOS. The results of this research indicate that science educators and professional developers should use PCK for NOS not only as a lens to shed light on teachers' teaching of NOS but also as a framework to revisit the teaching of NOS in science teacher preparation courses.

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

scholarly journals Developing Content Knowledge for Teaching Assessments for the Measures of Effective Teaching Study

2014 ◽  
Vol 2014 (2) ◽  
pp. 1-92 ◽  
Author(s):  
Geoffrey Phelps ◽  
Barbara Weren ◽  
Andrew Croft ◽  
Drew Gitomer
Keyword(s):  
Effective Teaching ◽  
Content Knowledge ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

scholarly journals Review of Literature: Pedagogical Content Knowledge and String Teacher Preparation

2018 ◽  
Vol 37 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Diane R. Grieser ◽  
Karin S. Hendricks
Keyword(s):  
Teacher Preparation ◽  
Music Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Review Literature ◽  
Specific Content ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Music Acquisition ◽  
String Teacher

In the past few decades, there has been an increase in the percentage of non-string specialists teaching string classes. In this article, we review literature about subject-specific pedagogical content knowledge (PCK) in general and music education settings, to better understand the challenges that teachers with limited knowledge of string-specific content may face when teaching strings students. Included in this review are discussions concerning trends in the string teacher workforce, PCK in education and music, acquisition of PCK in general settings and music teacher preparation programs, and relationships between teacher content knowledge and instructional effectiveness, both in general and string education settings. Based on this review, we recommend that preservice and professional development curricula for music teachers include comprehensive preparation in both content-specific and pedagogical-specific knowledge for teaching strings.

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