scholarly journals Teachers’ insight into misconceptions about simple circuits

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Estelle Gaigher
Keyword(s):  
Public Schools ◽  
Pedagogical Content Knowledge ◽  
South African ◽  
Content Knowledge ◽  
Qualitative Data ◽  
Pedagogical Content ◽  
Parallel Circuits ◽  
Basic Concepts ◽  
Insight Into

Teachers’ insight into misconceptions about simple circuits. Many studies on learners’ misconceptions about electricity have been published internationally, but studies on teachers’ awareness of these misconceptions are few. This article reports on a case study to investigate to what extent South African teachers understand learners’ misconceptions about series and parallel circuits, and to what extent such understandings are integrated into their pedagogical content knowledge. Nine teachers from public schools were purposefully selected to participate in the study. Qualitative data were collected from questionnaires and interviews. It was found that teachers often indicate simple misconceptions as sources of learners’ mistakes, but that misconceptions related to incorrect analysis are seldom mentioned. Furthermore, it was found that these teachers’ knowledge about misconceptions was fragmented and not integrated with their understanding of basic concepts. The results indicate that these teachers display inadequate pedagogical content knowledge regarding misconceptions about series and parallel circuits. It is recommended that pedagogical content knowledge regarding misconceptions should be developed during teacher training.

scholarly journals DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM

2020 ◽  
Vol 78 (4) ◽  
pp. 533-552
Author(s):  
Julio Cesar Gomez
Keyword(s):  
Action Research ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Study ◽  
Theoretical Framework ◽  
Master's Program ◽  
Pedagogical Content ◽  
Action Research Study ◽  
The Impact

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.

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