scholarly journals Deep Integration of AI and TPACK: Reconstruction of Teachers’ Knowledge Structure in the Post-pandemic Era

2021 ◽  
Vol 3 ◽  
pp. 150-154
Author(s):  
Yuan Yao
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Control Period ◽  
Knowledge Structure ◽  
Pedagogical Content ◽  
Four Dimensions ◽  
Teaching Content ◽  
Deep Integration ◽  
And Control

The development of artificial intelligence (AI) technology has brought an unprecedented intelligent reform to teaching, and the COVID-19 pandemic has provided an opportunity for online and offline hybrid teaching mode. During the pandemic prevention and control period, the application of AI technology has brought about subversive changes in teaching methods, teaching content and teaching environment. This is the result of continuous adjustment in teaching practice in schools around the world, and will be a new characterization of teaching practice in the future. The social crisis caused by COVID-19 requires teachers to adjust their knowledge structure accordingly. Based on the new requirements for teachers in the era of AI and the traditional Technological Pedagogical Content Knowledge (TPACK) theory, this paper puts forward a new idea to reconstruct teachers’ knowledge structure by deep integration of AI and TPACK. This study studies how teachers should change their knowledge structure from the four dimensions of Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK, and puts forward suggestions for the intelligent development of education, in order to provide new theoretical support for teachers’ career development in the Post-pandemic era.

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 Teachers’ pedagogical content knowledge in teaching word problem solving strategies

ZDM ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 165-178 ◽  
Author(s):  
Csaba Csíkos ◽  
Judit Szitányi
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problem ◽  
Word Problems ◽  
Teaching Practice ◽  
Word Problem Solving ◽  
Pedagogical Content ◽  
Explicit Teaching ◽  
Problem Solving Strategies

AbstractThis research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers’ pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the factors they find difficult, and their current teaching practice. Furthermore, based on a comparative analysis of Eastern European textbooks, we tested how teachers’ current beliefs and views relate to the word problem solving algorithm described in elementary textbooks. The results suggest that in the teachers’ opinion, explicit teaching of a step-by-step algorithm is feasible and desirable as early as in the 1st school grade. According to our results, two approaches (namely, paradigmatic- and narrative-oriented) concerning how to teach the process of word problems solving, originally revealed by Chapman, were found. Furthermore, teachers in general agreed with the approach taken in the textbooks on the subject of what kinds of word problems should be used, and that explicit teaching of word problem solving strategies should be introduced by using simple, routine word problems as examples.

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.

scholarly journals Implementation of Pedagogical Content Knowledge (PCK) of Mathematics Teachers in Teaching Practice: A Case Study

2017 ◽  
Vol 10 (3) ◽  
pp. 11 ◽  
Author(s):  
Maryono Maryono ◽  
Akbar Sutawidjaja ◽  
Subanji Subanji ◽  
Santi Irawati
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Teaching Practice ◽  
Linear Equations ◽  
Video Tape ◽  
Material System ◽  
Pedagogical Content ◽  
The Subject

This study aims to describe the implementation of pedagogical content knowledge (PCK) of mathematics teachers in the teaching practice of the material system of linear equations of two variables (SLETV). The approach used is a qualitative case study. The main instrument is the researchers themselves and the supporting instruments is a vignette sheet, sheet Content Representation (CoRe), and video tape recorders (Handycam). Research procedure includes providing vignette sheets and sheets of CoRe, making instructional videos and conducting the interview. Data were analyzed using frameworks Karahasan. The results showed that the subject 1 (S1) found that the implementation of the PCK S1 when teaching increased from PCK S1 prior to the implementation of the teaching practice, while the subject 2 (S2) found that the implementation of the PCK S2 upon teaching declined from PCK S2 prior to the implementation of the teaching practice.

scholarly journals LOCAL CULTURE AND MORALITY ATTACHMENT TO TPACK FRAMEWORK OF PRE-SERVICE ENGLISH TEACHERS WITHIN THE CHALENGE OF THE 21st CENTURY SKILLS

2017 ◽  
Vol 9 (2) ◽  
pp. 113 ◽  
Author(s):  
Akmal Akmal
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
21St Century Skills ◽  
Cultural Context ◽  
Teaching Practice ◽  
English Teachers ◽  
Technological Knowledge ◽  
Local Culture ◽  
Pedagogical Content

In 2045, Indonesia is determined to have a golden generation in order to improve the nation's competitiveness. However, in reality the condition of teenagers today is very alarming. The data show about 93 out of 100 elementary school students have already consumed pornography; about 21 out of 100 young women have abortions; some 135 teenagers become victims of violence every day; 5 out of 100 adolescents contract sexually transmitted diseases; 63 out of 100 teens have sex before marriage. School teachers should take active roles in minimizing such unhappy figure and prepare the golden generation. This article proposes local culture and local moral to complete the Technological Pedagogical Content Knowledge (TPCK+) within the challenge of the 21st century skills. The objectives are to provide pre-service English Teachers at Universitas PGRI Semarang and pre-service English teachers in general with the ability to develop English course content in the students’ cultural context as well as local characters and to equip the pre-service teachers with the 21st century skills. The subjects were 345 pre-service English Teachers who took the TEFL, Teaching Media, and ESP Courses during the academic year of 2015/2016 and 2016/2017. The data were collected through observation, teaching practice, and self-evaluation. The results show 84.92% of the students were included under the category of “good” and “very good” in pedagogical skills, 77.38 % in pedagogical content knowledge, and 87.53 % in cultural and local wisdom context in content development, but only 51.58% in technological knowledge. For improving technological knowledge of the pre-service students, there should be more training on the use of technology before and during the process of teaching and learning of pre-service English teachers.

scholarly journals Evidence of the Development of Pedagogical Content Knowledge Related to Chemical Bonding during a Course for Preservice Chemistry Teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 59-81
Author(s):  
Roko Vladušić ◽  
Robert Bucat ◽  
Mia Ožić
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Chemical Bonding ◽  
Chemistry Education ◽  
Teaching Practice ◽  
Alternative Conceptions ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Chemistry Instruction

The impression that many preservice chemistry teachers demonstrate issues in the application of their pedagogical content knowledge in teaching practice, especially in the area of fundamental chemistry topics, served as motivation for changes to the Chemistry Education 2 course curriculum. In order to stimulate pedagogical content knowledge, the course has been changed in the following areas: intending learning outcomes, the language of chemistry instruction, awareness of “Johnstone’s triangle” of operations, and common alternative conceptions. To obtain evidence of preservice teachers’ in-practice pedagogical content knowledge about chemical bonding, especially pedagogical content knowledge related to the revised areas of the Chemistry Education 2 course, we designed and conducted a case study based on detailed monitoring of one preservice teacher’s pre-teaching, teaching and teaching evaluation activities. The findings demonstrate evidence of growth of the preservice teacher’s pedagogical content knowledge of chemical bonding, with particular characteristics indicating that the source of this growth is almost certainly the revised Chemistry Education 2 curriculum.

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