Capitalizing on Productive Norms to Support Teacher Learning

2012 ◽  
Vol 1 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Laura R. Van Zoest ◽  
Shari L. Stockero
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Content Knowledge ◽  
Classroom Practice ◽  
Specialized Content Knowledge ◽  
Professional Dispositions ◽  
Professional Norms ◽  
Continued Learning ◽  
Support Teacher ◽  
Supporting Teachers

We draw on research into the durability of sociomathematical and professional norms to make a case for attending to productive norms in teacher education experiences. We illustrate that productive norms have the potential to support teacher learning by (a) improving teachers' own mathematical understanding, particularly of specialized content knowledge; (b) supporting teachers to productively view and analyze classroom practice; (c) providing teachers an experiential basis for thinking about fostering productive norms in their classrooms; and (d) helping teachers to develop professional dispositions that support continued learning from practice. This work points to the importance of intentionally considering the norms cultivated in teacher education experiences, assessing their productivity, and strategically focusing on those that provide the best support for teacher learning.

A Primer on Content Knowledge in Physical Education Research

2020 ◽  
pp. 1-6
Author(s):  
Peter A. Hastie
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Physical Education ◽  
Preservice Teacher ◽  
Content Knowledge ◽  
Specialized Content Knowledge ◽  
Teacher Content Knowledge ◽  
Common Content ◽  
Key Terms

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date.

scholarly journals An Analysis of Pre-service Teachers’ Understanding of the Knowledge Needed for Teaching Mathematics

2021 ◽  
Vol 11 (3) ◽  
pp. 76-93
Author(s):  
Everton Jacinto
Keyword(s):  
Teacher Education ◽  
Content Knowledge ◽  
Research Methodology ◽  
Mathematics Teaching ◽  
Conceptual Knowledge ◽  
Teaching Mathematics ◽  
Group Discussions ◽  
Specialized Content Knowledge ◽  
Mathematical Representations ◽  
Education College

In contexts of adversity, there is a need to educate pre-service teachers with specialized content knowledge so they can carry out the work of teaching effectively. This article draws upon a study with three pre-service teachers in Malawi that examines the understanding they develop of the knowledge needed to carry out mathematics teaching tasks, in particular, the knowledge needed sequence instructional tasks sequence and use mathematical representations in classrooms. The research was conducted in one teacher education college where the curriculum is under development and has an emergent demand for qualifying teachers in mathematics. The research methodology was based on a questionnaire, interviews, teaching observations, and group discussions. The data were thematically analyzed through two themes reflecting the knowledge pre-service teachers considered necessary for teaching mathematics. While the first theme reveals how pre-service teachers understand this knowledge as a reference for meeting curricular standards and students’ needs, the second captures a form of understanding that attempts to go beyond conceptual knowledge. The findings can help better understand the pre-service teachers’ learning and experience during teacher education and how theoretical constructs are conceived in challenging contexts of teacher education.

scholarly journals Student teachers’ views of their experiences in a Bachelor’s programme

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Sene Van Heerden ◽  
Yusuf Sayed ◽  
Zahraa McDonald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Content Knowledge ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Data Generation ◽  
Initial Development ◽  
Pedagogic Content Knowledge

Background: It is widely accepted that the quality of schools depends on the quality of teachers. Understanding what occurs while learning to teach is an important pursuit for acquiring a sense of the quality of teachers. The initial development of teachers is a critical point from which to activate such understanding.Aim: This study, therefore, examines the ways in which pedagogic content knowledge is developed within experiences that relate to initial teacher education programmes. Pedagogic content knowledge is a concept describing a form of knowledge related to transmitting subject matter knowledge to learners.Setting: A qualitative study was conducted with a cohort of participants in the final year of a bachelor’s degree programme.Methods: Data generation ensued from focus group discussions, complemented by questionnaire data. The study analysed data categorised according to themes.Results: Findings demonstrate that the participants found their initial teacher education programme to have had positive and negative influences with regard to the development of pedagogic content knowledge. Administrative duties, adapting to school contexts, relationships with people of influence (such as lecturers during initial teacher education and mentor teachers), teaching practice (which had the most profound influence on classroom practice) and professional knowledge and skills as taught during initial teacher education were all factors that had an impact on participants’ experiences in developing their pedagogic content knowledge.Conclusion: This paper argues for the need to rethink the structure of initial teacher education programmes in order to better facilitate the development of pedagogic content knowledge.

scholarly journals Aspectos Transversais da Articulação dos Conhecimentos Profissionais na Formação Inicial de Professores de Matemática

2020 ◽  
Vol 13 (1) ◽  
pp. 17-25
Author(s):  
Juliane Colling ◽  
Adriana Richit
Keyword(s):  
Teacher Education ◽  
Content Knowledge ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Basic Education ◽  
Mathematics Teacher Education ◽  
Professional Knowledge ◽  
Digital Technologies ◽  
Professional Organization

O artigo, que se baseia nos resultados de uma pesquisa de mestrado sobre as perspectivas de utilização das tecnologias digitais na formação inicial docente em matemática, evidencia e discute aspectos transversais da articulação das tecnologias digitais ao processo de desenvolvimento de conhecimentos profissionais na formação de professores. Tomando por referencial o conceito de conhecimento profissional de Lee Shulman e o construto sobre os conhecimentos pedagógico, tecnológico e do conteúdo – TPACK, a pesquisa buscou evidenciar as perspectivas de articulação dos conhecimentos tecnológico, pedagógico e do conteúdo (matemático) nas diversas atividades formativas de um Curso de Licenciatura em Matemática de uma universidade pública federal do Sul do Brasil. O material empírico da investigação, de natureza qualitativa e baseada em uma análise de conteúdo bardiniana, constituiu-se mediante a aplicação de questionários e realização de entrevistas com docentes e discentes do referido Curso, bem como análise dos Planos de Ensino das diversas componentes curriculares e demais atividades promovidas ao longo do processo formativo. Como resultado, identificamos quatro categorias de análise, sendo: perspectiva voltada à prática docente na Educação Básica; perspectiva voltada ao desenvolvimento de conhecimentos da Matemática; perspectiva voltada ao desenvolvimento de conhecimentos sobre as tecnologias e suas possibilidades pedagógicas; e perspectiva associada a aspectos transversais da formação e profissão docente, sendo esta última apresentada e discutida neste artigo. A análise dessa perspectiva mostrou que a articulação entre os conhecimentos pedagógicos, tecnológicos e do conteúdo é intrínseca ao próprio processo formativo no respectivo Curso, que relaciona estes conhecimentos de forma transversal nas distintas atividades no decorrer do percurso formativo. Os professores do Curso compreendem e evidenciam a importância de promover a formação dos futuros professores de matemática contemplando diferentes aspectos do conhecimento profissional, e o fazem numa perspectiva de transversalidade na medida em que promovem o uso de diferentes tecnologias também nas atividades de planejamento e gestão do ensino. Os acadêmicos do Curso, por sua vez, percebem as possibilidades de uso dos recursos digitais de forma articulada à prática docente, tendo uma percepção crítica e reflexiva de uso destes recursos nas suas práticas sociais, em sua organização profissional e nas práticas profissionais cotidianas. Os documentos analisados, igualmente, apontam para a importância e as possibilidades da articulação das tecnologias no desenvolvimento de diferentes conhecimentos profissionais subjacentes à formação docente em matemática, bem como à futura prática de sala aula na educação básica dos acadêmicos do Curso.   Palavras-chave: Conhecimento Pedagógico, Tecnológico e do Conteúdo. TPACK. Formação Inicial de Professores de Matemática. Tecnologias Digitais.   Abstract This paper, which is based on master research results concerning the perspectives of using digital technologies in mathematics teacher education, evidences and discusses transversal aspects of the articulation of digital technologies to the process of developing professional knowledge in teacher education. Based on the professional knowledge concept of Lee Shulman and on the theoretical construct related to pedagogical, technological and content knowledge – TPACK, the investigation aimed highlight perspectives to articulate technological, pedagogical and content (of math) knowledge in the distinct formative activities of a Mathematic Degree Course in a Brazil South’ federal public university. The empirical material of the research, which pursues a qualitative nature and bases on Bardin’ content analysis, was constituted from questionnaires and interviews realized with teachers and students of the Course, as well as analyses on teaching plans of all curricular components and distinct activities promoted during the Course. As result, we identified four categories: a perspective on teaching practice in Basic Education; perspective focused on the development of mathematical knowledge; perspective aimed at developing knowledge about technologies and their pedagogical possibilities; and perspective associated with transversal aspects to the teacher education and professional practice. In this article, we will discuss the last category. The analysis on this perspective highlighted that the articulation among pedagogical, technological, and content knowledge is inherent to the teacher education process of the Course, which relates this knowledge in a transversal way within the course’ disciplines. Teachers of the Course comprehend and evidence the importance to promote the education of prospective mathematics teachers taking into account the distinct professional knowledge aspects, and they do this on a perspective of transversally insofar as they also use technologies to plan and manage the teaching. Furthermore, students perceive the possibilities to use digital technologies in an integrated way to the teaching practice, developing a critical and reflexive perception related to the use of these resources in their social practices, professional organization, and everyday professional practices. Also, the documents analyzed point to the importance and possibilities arising from the articulation of digital technologies in the development of professional knowledge underlying to mathematics teacher education and future classroom practice in basic education of the Course’ students.   Keywords: Pedagogical, technological and content knowledge. TPACK. Prospective Teacher Education. Digital Technologies.

scholarly journals EVALUATING A CONCEPTUAL FRAMEWORK FOR TEACHER EDUCATION QUALITY

2020 ◽  
Vol 129 (6B) ◽  
pp. 151-163
Author(s):  
Chau Hong Phuoc Nguyen ◽  
Aaron Samuel Zimmerman
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Content Knowledge ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Linear Regression Analysis ◽  
Education Quality ◽  
Future Research ◽  
Teaching Performance

It is critical for teacher educators and scholars of teacher education to think carefully about the conceptual framework that they use to evaluate teacher education programs. Without a strong conceptual framework, it may be difficult for teacher educators to evaluate whether or not they are operating within a strong program. Thus, we frame this article as an opportunity to present one particular pre-existing framework in the research literature that can be used to conceptualize teacher education quality. We then present some evidence that supports and challenges this framework. In other words, the purpose of this study is to evaluate the conceptual framework for teacher education quality proposed by Hsieh, Law, Shy, Wang, Hsieh, and Tang (2011). In our attempt to create a supplementary evaluation of this conceptual framework, we test a statistical model using a different large international database – Teaching and Learning International Survey (TALIS) 2013 (OECD, 2014). Specifically, we examine the effects of preparedness for content knowledge (CK), pedagogical content knowledge (PCK), and field-based practice on teachers’ later performance satisfaction using multiple linear regression analysis. Our findings suggest that teachers who are more prepared for PCK and classroom practice (through field/clinical experience) during their teacher education program tend to be more satisfied with their teaching performance. However, our findings also suggest that becoming prepared in one’s CK during teacher preparation does not, according to the respondents, have a significant impact on their satisfaction with their teaching performance. Findings of this study have implications for practice and future research.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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