scholarly journals Important Biological Issues for Elementary Pupils – A Study of Elementary Pre-service Teachers’ Conceptions

2017 ◽  
Vol 13 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Eija Yli-Panula ◽  
Eila Jeronen ◽  
Heidi Seiko-Ahlströn ◽  
Elsa Ruotsalainen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Questionnaire Survey ◽  
Background Information ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Self Evaluation ◽  
Core Curricula ◽  
Subject Content Knowledge ◽  
Science Educators

This study aimed to investigate what kind of conceptions pre-service teachers have concerning the issues they find important in teaching and management of biology in order to be able to provide adequate learning to Finnish elementary school pupils. A questionnaire survey was conducted over three years in a Finnish university. Answers were subjected to content-based analysis. As background information, the pre-service teachers’ self-evaluation estimations of their biological content knowledge and management were measured.The important issues mentioned by pre-service teachers were mainly knowledge and skills, also experiences, attitudes, teaching, and some other matters concerning the Finnish National Core Curricula were mentioned. The conceptions of pre-service teachers were discussed in connection with subject content knowledge and pedagogical content knowledge. The implications for science educators were also presented.

scholarly journals Enacted Pedagogical Content Knowledge Profiles of Chemistry Teachers

2021 ◽  
Vol 7 (1) ◽  
pp. 565
Author(s):  
Hatice Belge Can
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Strategies ◽  
Evaluation Criteria ◽  
Real Life ◽  
Three Dimensions ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Conceptual Teaching

This research focuses on chemistry teachers’ enacted pedagogical content knowledge (ePCK) in equilibrium in chemical reactions. The enactment dimension of this pedagogical content knowledge (PCK) encompasses enacted knowledge and skills as well as those embedded in practice concerning the Refined Consensus Model of PCK, the most recent PCK model in science education. As ePCK plays out throughout the whole pedagogical cycle, it was conceptualized as to exist in three forms, such that ePCKP, ePCKT, and ePCKR. While ePCKP and ePCKR represent the knowledge and skills that a teacher uses for planning and reflecting respectively, ePCKT is related to what a teacher does in the classroom. The holistic nature of ePCK was investigated by using multiple data sources in real-life contexts. Specifically, pre-and post-observation interviews and lesson observations were used to elicit ePCK profiles and to provide triangulation. The grand rubric was customized for use both as an interview protocol and as an observational protocol for analyzing all of the three dimensions of ePCK around the analytical parameters of knowledge and skills related to curricular saliency, conceptual teaching strategies, and student understanding of science. Results revealed that chemistry teachers’ ePCK profiles are not uniform across planning, teaching, and reflecting phases, ePCK components, and evaluation criteria. Chemistry teachers perform highest in reflection concerning conceptual teaching strategies and lowest in teaching in terms of curricular saliency. Recommendations for science PCK research were shared.

Pedagogical Content Knowledge in Co-Teaching for Special Educators

2021 ◽  
pp. 1-9
Author(s):  
Bharti Tandon
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Special Educators ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Inclusive Settings ◽  
The Subject

More than three decades ago, Shulman introduced the concept of Pedagogical Content Knowledge (PCK) to describe the ways of representing and formulating the subject matter to make it comprehensible to others. It involves understanding of how particular subject matter topics and issues are organized and represented in order to teach in an effective way. It also involves understanding the needs and struggles of the students. Shulman (1987) identified PCK as one of seven categories of teachers’ knowledge which is essential for providing meaningful learning experiences to all students including children with disabilities. This calls for special educators in inclusive settings to possess the knowledge and skills to implement PCK in teaching all students. There is no global PCK model; researchers have explained it differently in terms of components in the field. This paper attempts to explain the concept of PCK, its importance for special educators teaching in co-teaching and two models of PCK namely Shulman’s Model and Ball’s Model.

Developing Teachers' TPACK for Mathematics Through Professional Development

2018 ◽  
pp. 1122-1152
Author(s):  
Chandra Hawley Orrill ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Development Environment ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Learner Centered ◽  
Key Factor ◽  
Integrated Knowledge

In this chapter, InterMath is introduced as a learner-centered professional development environment that supports the development of Technological Pedagogical Content Knowledge (TPACK). Evidence will be presented from the research and evaluation on InterMath to highlight some of the ways in which InterMath has been successful. Vignettes provide examples of a typical conversation in a TPACK professional development environment. An analysis of findings indicates that the InterMath project contributed to teachers' TPACK development, with a focus on teachers' knowledge of technology and content (TCK). The knowledge and skills of the professional development facilitator was a key factor in the teachers' development. Implications for the design of professional development include simultaneously developing teachers' integrated knowledge of technology, pedagogy, and content.

Developing Teachers' TPACK for Mathematics through Professional Development

2016 ◽  
pp. 433-462
Author(s):  
Chandra Hawley Orrill ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Development Environment ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Learner Centered ◽  
Key Factor ◽  
Integrated Knowledge

In this chapter, InterMath is introduced as a learner-centered professional development environment that supports the development of Technological Pedagogical Content Knowledge (TPACK). Evidence will be presented from the research and evaluation on InterMath to highlight some of the ways in which InterMath has been successful. Vignettes provide examples of a typical conversation in a TPACK professional development environment. An analysis of findings indicates that the InterMath project contributed to teachers' TPACK development, with a focus on teachers' knowledge of technology and content (TCK). The knowledge and skills of the professional development facilitator was a key factor in the teachers' development. Implications for the design of professional development include simultaneously developing teachers' integrated knowledge of technology, pedagogy, and content.

Designing an Undergraduate Music Course

2020 ◽  
pp. 3-30
Author(s):  
Colleen M. Conway
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Undergraduate Student ◽  
Transmission Model ◽  
Music Schools ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Early Course ◽  
Learner Centered

Chapter 1 includes information regarding designing curriculum for undergraduate classes including consideration of objectives, repertoire, knowledge, and skills. The chapter includes a focus on learner-centered pedagogy and avoiding the transmission model of teaching. Readers are encouraged to consider pedagogical content knowledge and courses within the curriculum at large. Attention to policy stakeholders such as certification bodies is discussed and an undergraduate student vignette is at the center of the chapter. Much of the chapter provides information regarding understanding the various cultures at different music schools. Sample degree outlines for music degrees are included, as is a checklist for early course decisions.

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