Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Concept-specific pedagogical content knowledge.
Zeitschriftenartikel zum Thema „Concept-specific pedagogical content knowledge“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Concept-specific pedagogical content knowledge" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Ward, Phillip, und Shiri Ayvazo. „Pedagogical Content Knowledge: Conceptions and Findings in Physical Education“. Journal of Teaching in Physical Education 35, Nr. 3 (Juli 2016): 194–207. http://dx.doi.org/10.1123/jtpe.2016-0037.
Der volle Inhalt der QuelleAnnotation:
Pedagogical content knowledge (PCK) is a frequently used concept in the educational community. Its usage is so widespread it appears to function as a “lingua franca” across different subject areas and among researchers within a subject area. Critiques of PCK have suggested it may function at best as a heuristic and at worst as a masquerade; because there has been little consensus on its conceptualization and in many studies there is no operational definition of PCK provided. Recent studies, however, have moved both the conceptualization and measurement of PCK forward in ways that allow the concept to be operationalized. In this article we examine how PCK has evolved since Shulman’s (1986) initial conceptualization, and discuss how the concept has been used in physical education. We describe and examine five recurring research findings for PCK in physical education. These are that PCK can be described on continuums of maturity and effectiveness; is learned, is specific to content and context; and is strongly related to both content knowledge and knowledge of students.
2
Rosnawati, R., A. Wijaya und Tuharto. „The perspective prospective professional teachers toward (specific) pedagogical content knowledge on derivative concept“. Journal of Physics: Conference Series 1581 (Juli 2020): 012050. http://dx.doi.org/10.1088/1742-6596/1581/1/012050.
Der volle Inhalt der Quelle
3
Singer-Brodowski, Mandy. „Pedagogical content knowledge of sustainability“. International Journal of Sustainability in Higher Education 18, Nr. 6 (04.09.2017): 841–56. http://dx.doi.org/10.1108/ijshe-02-2016-0035.
Der volle Inhalt der QuelleAnnotation:
Purpose This paper’s purpose is to describe students’ learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators. Design/methodology/approach In a project-based and self-organized seminar, a case study has been conducted with the grounded theory’s methodological approach. Data were collected from student interviews, group discussions and observations of students’ planning and organization meetings. Findings The results of the case study show that students’ learning processes vary depending on their pre-seminar sustainability experiences. Two types have been established: sustainability newcomers and sustainability experts. Furthermore, the results indicate the importance of emotions in the involvement with sustainability. Research limitations/implications The significance of the case study is limited by a small number of cases. Also, the results are specific for a seminar self-organized by the students and can therefore not simply be transferred to other seminars. Practical implications Knowledge of specific learning processes and a possible conceptual change in sustainability classes could be an important issue in the professional development of university educators because it would increase the educators’ pedagogical content knowledge. Originality/value The triangulation of qualitative data mainly served the investigation of students’ perspectives and therefore the understanding of subjective preferences, experiences and learning processes in the field of higher education for sustainable development (HESD).
4
Feronika, Tonih. „PEDAGOGICAL CONTENT KNOWLEDGE PROFILE OF PROSPECTIVE CHEMISTRY TEACHER“. EDUSAINS 10, Nr. 2 (30.12.2018): 175–84. http://dx.doi.org/10.15408/es.v10i2.6435.
Der volle Inhalt der QuelleAnnotation:
PROFIL PEDAGOGICAL CONTENT KNOWLEDGE CALON GURU KIMIAAbstractIn 2013 Dilek Karışan and Ayşe Şenay conducted experiments to investigate the Pedagogical Content Knowledge (PCK) of science teachers from Turkey that resulted in good teacher involvement determining the optimal formation of Content Knowledge in curriculum achievement, knowledge improvement and students are ready to learn. Chemical Education Study Program of UIN Syarif Hidayatullah Jakarta, Chemistry teacher who must have pedagogic and professional competence, to get concrete information from student's competence as the basis for developing KKNI curriculum of Chemistry Education Study Program. Therefore, the researcher will describe Pedagogical Content Knowledge Profile of pree-service Chemistry Teacher. Through qualitative descriptive method Mastery of PCK understanding by analyzing the answer of test result using Certainty of Response Index Criteria (CRI). Result of research PCK prospective teacher of chemistry is to know concept (49,7%) and misconceptions (50.3%). Based on the concept of chemistry of prospective teachers is to know the concept (40.4%) and do not know the concept (59.6%). This result is a consideration of the Institute for Educational Teaching Program (LPTK), especially the Chemistry Education Study Program as the basis for developing the KKNI Curriculum in the preparation of Learning Outcome Study and Leson Plan of Study. AbstrakPada tahun 2013 Dilek Karışan dan Ayşe Şenay melakukan eksperimen mengivestigasi Pedagogical Content Knowledge (PCK) guru sains dari di Turki dihasilkan bahwa kertelibatan guru secara baik menentukan pembentukan Content Knowledge secara optimum dalam pencapaian kurikulum, peningkatan pengetahuan dan siswa siap untuk belajar. Program Studi Pendidikan Kimia UIN Syarif Hidayatullah Jakarta mencetak calon Guru kimia yang harus memiliki kompetensi pedagogik dan professional,untuk mendapatkan informasi kongkrit dari kompetensi mahasiswa sebagai dasar untuk mengembangkan kurikulum KKNI Program Studi Pendidikan Kimia. Maka dengan ini peneliti akan mendeskripsikan Profil Pedagogical Content Knowledge Calon Guru Kimia.. Melalui metode deskriptif kualitatif Penguasaan pemahaman PCK dengan menganalisis Jawaban hasil tes menggunakan Kriteria Certainty of Response Index (CRI), Hasil penelitian Profil PCK calon guru kimia adalah tahu konsep (49,7%) dan miskonsepsi (50,3%). Berdasarkan pengusaan konsep kimia calon guru adalah tahu konsep (40,4%) dan tidak tahu konsep (59,6%). Hasil ini menjadi pertimbangan terhadap Lembaga Pendidikan Tenaga Kependidikan (LPTK) khususnya Program Studi Pendidikan Kimia sebagai dasar dalam mengembangkan Kurikulum KKNI dalam penyusunan Learning Outcome Program studi dan Rencana Perkuliah Semester.
5
Ningsih, Sri Yunita, und Muhammad Daut Siagian. „PENCAPAIAN PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PEMBELAJARAN MATEMATIKA“. Journal of Didactic Mathematics 1, Nr. 1 (14.04.2020): 41–46. http://dx.doi.org/10.34007/jdm.v1i1.157.
Der volle Inhalt der QuelleAnnotation:
Pedagogical content knowledge is a combination of understanding of teaching material (content knowledge) and understanding how to educate (pedagogical knowledge) that needs to be possessed by a teacher. The purpose of this study was to determine the pedagogical content knowledge concept, the achievement of pedagogical content knowledge for prospective teacher students, and to determine the role of prospective mathematics teacher students towards pedagogical content knowledge. A teacher in carrying out his professional assignments must have the competence that is always maintained. Because of this, competency development is an important requirement to ensure that the quality of learning in the classroom adjusts to the development and demands of the times. Always maintained competence also ensures that the implementation of education is consistent in achieving educational goals. There are ten pedagogical content knowledge criteria that must be possessed by prospective teacher students before conducting the practice in the field. Prospective teacher students must also be able to implement learning, knowledge of ways to represent and explain the material to make the material understandable to others.
6
Connor, M. C., und G. V. Shultz. „Teaching assistants' topic-specific pedagogical content knowledge in1H NMR spectroscopy“. Chemistry Education Research and Practice 19, Nr. 3 (2018): 653–69. http://dx.doi.org/10.1039/c7rp00204a.
Der volle Inhalt der QuelleAnnotation:
Nuclear magnetic resonance (NMR) spectroscopy is an essential analytical tool in chemistry, and the technique is routinely included as a topic across the undergraduate chemistry curriculum. As a result of NMR's importance, classroom instruction of this topic has received considerable attention in chemistry education research. However, little is known about instructors’ knowledge for teaching this topic. In order to better understand this knowledge, we investigated topic-specific pedagogical content knowledge in1H NMR spectroscopy among 20 chemistry teaching assistants at a large Midwestern university in the United States. A questionnaire was developed to provide an inferential measure of content knowledge and topic-specific pedagogical content knowledge in1H NMR spectroscopy for participants with a range of teaching experience. Data from the questionnaire were analyzed qualitatively and quantized using a rubric. The quantitative data were transformed using the Rasch model and statistically analyzed. Results from these analyses indicate that pedagogical content knowledge increased with teaching experience in1H NMR spectroscopy, suggesting that knowledge for teaching this topic is developed through practice. Additionally, the development of pedagogical content knowledge was found to depend upon content knowledge required for specific NMR sub-topics and problems. This finding suggests that the ultimate “grain-size,” or domain-specificity, of pedagogical content knowledge may extend to the problem level. Results from this study have implications for how instructors may cultivate knowledge for teaching NMR spectroscopy, as well as for how pedagogical content knowledge may be more effectively incorporated into instructor training programs.
7
Even, Ruhama. „Subject-Matter Knowledge and Pedagogical Content Knowledge: Prospective Secondary Teachers and the Function Concept“. Journal for Research in Mathematics Education 24, Nr. 2 (März 1993): 94–116. http://dx.doi.org/10.5951/jresematheduc.24.2.0094.
Der volle Inhalt der QuelleAnnotation:
This article investigates teachers' subject-matter knowledge and its interrelations with pedagogical content knowledge in the context of teaching the concept of function. During the first phase of data collection, 152 prospective secondary teachers completed and open-ended questionnaire concerning their knowledge about function. In the second phase, an additional 10 prospective teachers were interviewed after responding to the questionnaire. The analysis shows that many of the subjects did not have a modern conception of function. Appreciation of the arbitrary nature of functions was missing, and very few could explain the importance and origin of the univalence requirement. This limited conception of function influenced the subjects' pedagogical thinking. Therefore, when describing functions for students, many used their limited concept image and tended not to employ modern terms. In addition, many chose to provide students with a rule to be followed without concern for understanding.
8
Samková, Libuše. „Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method“. Scientia in educatione 10, Nr. 2 (10.01.2020): 62–79. http://dx.doi.org/10.14712/18047106.1548.
Der volle Inhalt der QuelleAnnotation:
The article focuses on an educational tool called Concept Cartoons and its possible use in professional preparation of future primary school teachers. In particular, it presents the method of how Concept Cartoons can be employed as a tool for diagnosing subject matter knowledge and pedagogical content knowledge in mathematics. The first part of the contribution introduces the concept of teachers' knowledge that is used in the article, and the Concept Cartoon tool. It describes the original Concept Cartoons method for classroom use at primary and secondary school levels that was established by Keogh and Naylor, and then it introduces our work on diagnostic Concept Cartoons method, including a commented summary of our recent research on qualitative diagnosis of subject matter knowledge and pedagogical content knowledge in mathematics. The second part of the contribution introduces another step in the methodology, a mixed approach to the issue that enables to enrich the qualitative results with quantitative characteristics. The mixed method is illustrated through a small empirical study that shows how exactly the quantitative enrichment might be provided.
9
Arifin, Zainal, Muhammad Nurtanto, Warju Warju, Rabiman Rabiman und Nur Kholifah. „The TAWOCK conceptual model at content knowledge for professional teaching in vocational education“. International Journal of Evaluation and Research in Education (IJERE) 9, Nr. 3 (01.09.2020): 697. http://dx.doi.org/10.11591/ijere.v9i3.20561.
Der volle Inhalt der QuelleAnnotation:
Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.
10
Even, Ruhama. „Subject-Matter Knowledge and Pedagogical Content Knowledge: Prospective Secondary Teachers and the Function Concept“. Journal for Research in Mathematics Education 24, Nr. 2 (März 1993): 94. http://dx.doi.org/10.2307/749215.
Der volle Inhalt der Quelle
11
Hale, L. V. A., J. C. Lutter und G. V. Shultz. „The development of a tool for measuring graduate students' topic specific pedagogical content knowledge of thin layer chromatography“. Chemistry Education Research and Practice 17, Nr. 4 (2016): 700–710. http://dx.doi.org/10.1039/c5rp00190k.
Der volle Inhalt der QuelleAnnotation:
Graduate students play a critical role in undergraduate education at doctorate granting institutions; but generally have minimal opportunity to develop teaching expertise. Furthermore, little is known about how graduate students develop teaching expertise in this context. We investigated the development of topic-specific pedagogical content knowledge among chemistry graduate student teaching assistants (GTAs). Thin layer chromatography was selected as the topic of investigation because undergraduate students encounter it throughout organic chemistry lab and it is connected to several foundational chemistry topics. An instrument was developed to measure both content knowledge (CK) and pedagogical content knowledge (PCK) of thin layer chromatography for GTAs with a range of teaching experience. Data from the test instrument were transformed using the Rasch model and statistically analysed. Our analysis showed that graduate students at all levels of experience performed well on content knowledge questions, but even experienced GTAs demonstrated low levels of pedagogical content knowledge. Importantly, experienced GTAs demonstrated a greater proficiency than novice GTAs, which suggests that pedagogical content knowledge is developed over time.
12
Grieser, Diane R., und Karin S. Hendricks. „Review of Literature: Pedagogical Content Knowledge and String Teacher Preparation“. Update: Applications of Research in Music Education 37, Nr. 1 (28.02.2018): 13–19. http://dx.doi.org/10.1177/8755123318760970.
Der volle Inhalt der QuelleAnnotation:
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.
13
Stender, Anita, Maja Brückmann und Knut Neumann. „Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning“. International Journal of Science Education 39, Nr. 12 (26.07.2017): 1690–714. http://dx.doi.org/10.1080/09500693.2017.1351645.
Der volle Inhalt der Quelle
14
Sintema, Edgar John, und José M. Marbán. „Pre-service Secondary Teachers’ Mathematical Pedagogical Content Knowledge Self-concept related to their Content Knowledge of Functions and Students“. International Electronic Journal of Mathematics Education 15, Nr. 3 (07.06.2020): em0598. http://dx.doi.org/10.29333/iejme/8327.
Der volle Inhalt der Quelle
15
Menegaz, Jouhanna do Carmo, Vânia Marli Shubert Backes, José Luiz Medina, Marta Lenise Prado und Bruna Pedroso Canever. „PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION“. Texto & Contexto - Enfermagem 24, Nr. 3 (September 2015): 629–36. http://dx.doi.org/10.1590/0104-07072015002790014.
Der volle Inhalt der QuelleAnnotation:
ABSTRACTThe aim of this qualitative study was to analyze, in the light of Shuman's concept of pedagogical content knowledge, the pedagogical practices of good nursing, medicine and dentistry professors from the perception of students of a public university in southern Brazil. The study comprised 16 students who were approached through interviews focused by vignettes and qualitative indicators. Pedagogical content knowledge is observed when good professors share the learning objectives while associating theory and practice, fostering student reasoning using a wide range of strategies responsive to contents and the public; carefully prepare and organize their lessons; and allow to be evaluated. Pedagogical content knowledge is presented as a differential in teaching practice; however, students perceive these practices in few professors, leading to the need for recommending rooms and strategies for training health teaching staff.
16
Bermous, Aleksandr Grigorevich. „Scientific and pedagogical knowledge as an ontological phenomenon“. Moscow University Pedagogical Education Bulletin, Nr. 1 (30.03.2019): 3–17. http://dx.doi.org/10.51314/2073-2635-2019-1-3-17.
Der volle Inhalt der QuelleAnnotation:
The article observes the forms and the essence of scientific and pedagogical knowledge as a gnoseological category. The terms «scientific knowledge»,«scientific and pedagogical knowledge», «historical and pedagogical knowledge» are differentiated. The key factors which cause reinterpretation of the contemporary education phenomenon in respect of the fundamental aspects of human beingness are described. Specific features of the research on pedagogical reality have been compared by means of epistemological, logical-gnoseological, anthropological and ontological approaches. Scientific and pedagogical knowledge is considered as a component of more general scientific and humanitarian knowledge. The article also notes the role of pedagogical tradition which seals pedagogical knowledge into a hermeneutic circle. Moreover, a wide range of definitions of the concept «scientific and pedagogical knowledge» have been compared. Key problems affecting the process of scientific and pedagogical cognition in the context of postmodern have been highlighted. Namely, the question of the authenticity of scientific and pedagogical knowledge, its incompleteness, ambiguity, its dependence on the result of the modern reality transformation and also its close connection with the process of historical development of society. The text emphasizes the importance of individual's existential experience in the context of social cultivationof a person. The article states that pedagogical knowledge has been influenced by such processes as total informatization, digitalization and technologization of pedagogical process both negatively and positively. The acceleration is identified as a tendency in all spheres of life and it leads to the education refocus - a refusal from long-term forecasts in favor to implementation of short-term practice-oriented educational projects. The dichotomy between pedagogical theory and everyday pedagogical practice is considered as one of the main ontological problems of scientific and pedagogical knowledge. The most common properties of scientific and pedagogical knowledge are formed according to the standpoint of modern methodology of education. The article emphasizes the importance of scientific and pedagogical knowledge popularization as the way of implementation of educational function of pedagogics and promotion of pedagogical culture in society.
17
Millican, J. Si. „Examining Pedagogical Content Knowledge of an Expert Band Director Teaching Lips Slurs“. Journal of Music Teacher Education 26, Nr. 2 (24.07.2016): 90–103. http://dx.doi.org/10.1177/1057083716629610.
Der volle Inhalt der QuelleAnnotation:
The purpose of this case study was to describe how one band director used pedagogical content knowledge while working with beginning-band students to help them develop the skill of playing brass lip slurs. Data were generated from (1) video recordings of each class over two different weeks during the school year, (2) “think aloud” interviews in which the teacher described what educational actions and decisions the teacher was making, and (3) detailed observation notes. I used cognitive task analysis to develop a concept map illustrating components of pedagogical content knowledge the teacher used during instruction. The teacher combined content knowledge, knowledge of students, and curriculum knowledge providing examples of how pedagogical content knowledge manifests itself in teaching beginning band. Examining the teacher’s pedagogical content knowledge revealed core teaching practices that may be useful for music teacher educators to understand and develop.
18
Ogbonnaya,, Ijeoma C., Andile Mji, Olivia N. Mafa-Theledi und Beatrice Ngulube. „Economics Teachers’ Topic Specific Pedagogical Content Knowledge Model for teaching Market Dynamics“. International Journal of Learning, Teaching and Educational Research 19, Nr. 7 (30.07.2020): 320–41. http://dx.doi.org/10.26803/ijlter.19.7.18.
Der volle Inhalt der Quelle
19
Maryati, Maryati, Zuhdan Kun Prasetyo, Insih Wilujeng und Bambang Sumintono. „MEASURING TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE USING MANY-FACET RASCH MODEL“. Jurnal Cakrawala Pendidikan 38, Nr. 3 (19.10.2019): 452–64. http://dx.doi.org/10.21831/cp.v38i3.26598.
Der volle Inhalt der QuelleAnnotation:
In the context of teacher professional development and teacher certification, an objective measurement of teachers’ Pedagogical Content Knowledge (PCK) is requried. This research is a case study to measure teachers’ PCK within prospective middle school science teachers participating in an Indonesian teacher professional development program. The study used quantitative approach which involved multirater assessment analysed by Many-Facet Rasch Model (MFRM) to assess teachers’ PCK in teaching a specific topic, i.e. “The Particulate Nature of Matter” (PNM). Researchers developed a rubric for items to measure teachers’ enactment PCK for teaching that specific topic. The MFRM analysis of the data revealed item reliability, item validity, separation and unidimensionality fall within good category. The findings show prospective teachers need to improve their PCK specifically in terms of “knowledge of instructional strategies and representations for teaching science” dimension. However, for knowledge of science curriculum and knowledge of students’ understanding in science dimension, the findings show that the participants were competent.
20
Chapoo, Suriya, Kongsak Thathong und Lilia Halim. „The development of teachers’ pedagogical content knowledge in teaching biology“. New Trends and Issues Proceedings on Humanities and Social Sciences 5, Nr. 1 (08.05.2018): 133–40. http://dx.doi.org/10.18844/prosoc.v5i1.3395.
Der volle Inhalt der QuelleAnnotation:
This paper examines the development of biology teachers’ pedagogical content knowledge (PCK). All participants were provided with PCK training activities to improve their understanding of PCK and ability in creating lesson plans according to content representation (CoRe). Research instruments used in this study were open-ended questionnaire, semi-structure interview, lesson plans, CoRe and pedagogical and professional-experience repertoire. The results of the PCK training programme indicated that before participation in the training workshop, three biology teachers lacked content knowledge in some specific topics of biology so that their teaching methods were not congruent with five components of PCK. After the PCK training programme, the three biology teachers understood more about biology contents and the five components of PCK. They realised the importance of the students’ prior knowledge and individual differences of learning styles as well as different biology conceptions. They focused on the inquiry-based learning in accord with the National Science Curriculum Standards.
Keywords: Pedagogical content knowledge (PCK), content representations (CoRes), biology teachers, experience teachers.
21
Fogal, Gary. „Developing concept-based instruction, pedagogical content knowledge: Implications for teacher educators and L2 instructors“. Language and Sociocultural Theory 4, Nr. 1 (26.04.2017): 53–75. http://dx.doi.org/10.1558/lst.29542.
Der volle Inhalt der Quelle
22
van Compernolle, Rémi A., und Ashlie Henery. „Learning to do concept-based pragmatics instruction: Teacher development and L2 pedagogical content knowledge“. Language Teaching Research 19, Nr. 3 (16.07.2014): 351–72. http://dx.doi.org/10.1177/1362168814541719.
Der volle Inhalt der Quelle
23
Papanikolaou, Kyparisia A., Katerina Makrh, George D. Magoulas, Dionisia Chinou, Athanasios Georgalas und Petros Roussos. „Synthesizing Technological and Pedagogical Knowledge in Learning Design“. International Journal of Digital Literacy and Digital Competence 7, Nr. 1 (Januar 2016): 19–32. http://dx.doi.org/10.4018/ijdldc.2016010102.
Der volle Inhalt der QuelleAnnotation:
Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effective TEL-based courses. A number of questions emerge as the authors are looking for the most appropriate technologies for cultivating certain competences related to class operation, learning design and student engagement in a constructive manner. As a first step, in this paper, they investigate how trainees combine particular technologies with pedagogical tools to cultivate specific competences i.e. certain types of Technological Pedagogical Content Knowledge. Lastly, factors that trainees perceive as influential when adopting TEL tools in practice are revealed by their study.
24
Senatorova, Ksenia P. „The Concept of “Support” as a Pedagogical Category“. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 9, Nr. 3 (2020): 289–95. http://dx.doi.org/10.18500/2304-9790-2020-9-3-289-295.
Der volle Inhalt der QuelleAnnotation:
The purpose of the study presented in the article is to clarify the pedagogical aspect of the concept of “support” within the context of modern requirements for the educational process implementation. It has been shown that pedagogical support is one of the areas of work of a teacher with children in educational organizations. When support is provided, the relationships between the participants in the educational process should be subject-subject in nature. In order to achieve this, the author refers to social characteristics of the personality of a teacher, who can provide support in the educational process. The ambivalence of the concept of “support”, the frequency of its use by various specialists gave rise to the need to clarify its meaningful content in relation to a field of knowledge, in order to prevent the substitution of this term with other definitions. Research hypothesis: provided that pedagogical context is singled out and the activities of the support teacher are clear, the concept of “support” will be fixed in pedagogical science, indicating the boundaries of its use by various specialists. Modern approaches to disclosure of the concept of support as a pedagogical category are described. The similarities and differences of the concepts of “pedagogical accompaniment” and “pedagogical support (assistance)” are determined. The author concludes that the process of accompanying students is relevant for the current socio-cultural situation. In organizations of continuing education this process has been understudied and requires further study.
25
Ogbonnaya, Ijeoma Chidinma, Andile Mji, Oliva Neo Mafa-Theledi und Beatrice Ngulube. „ECONOMICS TEACHERS’ USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS“. Problems of Education in the 21st Century 78, Nr. 3 (15.06.2020): 371–93. http://dx.doi.org/10.33225/pec/20.78.371.
Der volle Inhalt der QuelleAnnotation:
The poor learners’ understanding of specific topic ‘Market Dynamics’ (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners’ understanding of MD. This research aimed to examine economics teachers’ teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK. Using Mavhunga’s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in–depth understanding of teachers’ use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers’ use of TS-PCK based on ‘representations’ revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development. Keywords: content knowledge, economics teachers, pedagogical content Knowledge, topic specific pedagogical content knowledge, market dynamics.
26
Cirilo, Rolién J. V., und Elaine A. Colagrande. „INSTRUMENTS TO ACCESS THE CHEMISTRY PEDAGOGICAL CONTENT KNOWLEDGE: AN INTEGRATIVE REVIEW“. Problems of Education in the 21st Century 79, Nr. 3 (10.06.2021): 381–96. http://dx.doi.org/10.33225/pec/21.79.381.
Der volle Inhalt der QuelleAnnotation:
This research presents an integrative review about the methodological procedures adopted in the research of the Chemistry PCK, with the aim of identifying the data collection instruments used to explain the PCK in this field, seeking to observe its frequency of use and also contribute to the advancement of knowledge established by previous reviews. 89 articles published in magazines well evaluated by CAPES were selected, indexed to the Scopus (Elsevier) database. The treatment of the data was based on the technique of content analysis, resulting in six categories constructed a posteriori: a) period of publications; b) country of origin of the research; c) relationship to a specific topic; d) the teaching experience of the target audience; e) research approach and data collection instruments; and f) the use of PCK models as a theoretical framework. The results suggest a methodological predominance of a qualitative nature, with interviews, field diaries, observation of the practice, and questionnaires some of the most used instruments. Besides, a trend related to the specification of topics in the Chemistry discipline can be identified, as well as the lack of clarity regarding the variety of PCK models present in the literature and the failure to adopt these as a theoretical basis in most of the research studies analysed. There is also an express need to investigate the PCK of Chemistry teachers in practice in higher education since the results reinforce the scarcity of papers for this specific audience. Keywords: chemistry teaching, data collection instruments, professional knowledge, teacher training, teacher’s knowledge
27
Zhalmurzin, Rustam Bulatovich. „The concept «ethical responsibility of the penal system employee»: a pedagogical aspect“. Samara Journal of Science 10, Nr. 1 (01.03.2021): 321–25. http://dx.doi.org/10.17816/snv2021101307.
Der volle Inhalt der QuelleAnnotation:
The paper substantiates the importance of ethical responsibility of the penal system employee in the context of his professional activities. It is substantiated that moral choice is common to ethics, psychology and pedagogy in the understanding of responsibility: moral choice as an ethical category, psychological mechanisms for making a choice, formation of ethical responsibility for choice. The status of responsibility is concretized within the framework of the concept ethical responsibility of the penal system employee. The paper analyzes this concept at the ethical (description of the content in the categories of ethics), psychological (defining the mechanisms for such responsibility formation) and pedagogical (disclosing the content in the context of pedagogical knowledge) levels. The author proves that the responsibility in general and the ethical responsibility of the penal system employee in particular can be considered both a value and a personal quality. It is substantiated that the ethical responsibility of the penal system employee is a systemic personal formation that has a value as a set of relations of the penal system employee (to professional activity, to people involved in the sphere of his professional activity, to himself as a subject of such activity), implemented in his activities through personal qualities that determine the implementation by the penal system employee of a moral choice in the process of professional activity and form the content of ethical responsibility as a personal quality. The content of the ethical responsibility of the penal system employee is revealed through the attraction of the values duty, dignity, honor, good, virtue, justice, freedom, conscience and personal qualities perseverance, efficiency, organization, exactingness, obligation, initiative
28
Reuker, Sabine. „The knowledge-based reasoning of physical education teachers“. European Physical Education Review 23, Nr. 1 (24.07.2016): 3–24. http://dx.doi.org/10.1177/1356336x15624245.
Der volle Inhalt der QuelleAnnotation:
The study addresses professional vision, including the abilities of selective attention and knowledge-based reasoning. This article focuses on the latter ability. Groups with different sport-specific and pedagogical expertise ( n = 60) were compared according to their observation and interpretation of sport activities in a four-field design. The first group (novice) was composed of student teachers who had their university studies and who were characterised by low sport-specific and low pedagogical expertise. The second group (athlete) comprised athletes with high sport-specific expertise determined by league affiliation. The third group (teacher) included teachers with high pedagogical expertise based on teaching experience and further pedagogical criteria. The fourth group (expert) consisted of teachers with high pedagogical expertise, who, in addition, played and coached basketball at a high level (high sport-specific expertise). Observational data were obtained from physical education classes. The participants’ comments were recorded in a guided interview and analysed based on qualitative content analysis. The results were exported for further statistical analysis. The findings reveal general and specific differences in knowledge-based reasoning and identify different types of knowledge and beliefs used in this process. The implications for physical education teacher education programmes using video-supported reflection are discussed in light of the results.
29
Цюрa, Свїтлана. „Specialized basis of a teacher knowledge: a concept of Lee Shulman in the context of obtaining pedagogical knowledge by students“. Pedagogika. Studia i Rozprawy 28 (2019): 73–81. http://dx.doi.org/10.16926/p.2019.28.06.
Der volle Inhalt der QuelleAnnotation:
In the article there are characterized ways of development of personal professional experience of student – future teacher, in the context of organization of his educationally-professional training taking into account a new specificity of an informational space of contemporary education, that is events of personal educational space. I is generalized that personal educational space in a whole has few psychological and pedagogical effects: “actual experience”, “safe presence”, “competence”, “own space”, “freedom of choice – a free operating in the borders of own space”, “personal values”. According to priority of direction in the article it is defined types of activity and communication in the net, that is usual and popular for most modern students. First, directed on a communication, has biggest amount of signs for free search, usual life cognition. Second, with previous focusing on the search of persons with same opinions, on a building of useful connections. Third, with pure direction on a presentation of himself, his experience, creation of his social face, image, and in the same time it is a testing of his ideas. Fourth is directed on a complex realization already of structurized own objectives of individual professional development by means of the net. Fifth, is clearly directed on a full professionally-oriented activity in the net. A potenciality of a personal educational development creates a wide spectrum of possibilities for a formation of a new type of didactic knowledge. There is presented examples of pedagogic communication modelating, interaction in the net according to the content of professional training of the teacher and tasks, directed on formation in students a specialized basis of teacher’s knowledge – formation of competencies of student due to teaching content of an educational discipline by the means of the educational space.
30
Ingersoll, Casey, Jayne M. Jenkins und Karen Lux. „Teacher Knowledge Development in Early Field Experiences“. Journal of Teaching in Physical Education 33, Nr. 3 (Juli 2014): 363–82. http://dx.doi.org/10.1123/jtpe.2013-0102.
Der volle Inhalt der QuelleAnnotation:
Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to produce pedagogical content knowledge longitudinally across three semesters of EFE. Specifically, what knowledge components emerge first and continue to emerge in EFE, and what knowledge components initially, then later, interact to develop pedagogical content knowing? The participant, a 21-year-old male, engaged in three consecutive semesters of EFE. Data collection, including multiple observations and interviews, was analyzed jointly by three researchers using constant comparison and inductive analysis. Knowledge of pedagogy emerged initially and throughout the EFEs. In later EFEs, knowledge of students and content emerged concomitantly, interacting with pedagogical knowledge. Suggestions include scheduling longer units of instruction during EFEs and reteaching specific units.
31
Fernandez, Carmen. „KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS’ TRAINING“. Problems of Education in the 21st Century 60, Nr. 1 (10.07.2014): 79–100. http://dx.doi.org/10.33225/pec/14.60.79.
Der volle Inhalt der QuelleAnnotation:
In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has “knowledge base”, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers’ professional knowledge and it has been widely used in the literature about teachers' knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK difficult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed. Key words: knowledge base of teaching; pedagogical content knowledge; professional knowledge; teachers’ education; teachers’ knowledge.
32
Kyryliuk, Anna. „THE CONCEPT «CHILDHOOD» IN THE PARADIGM OF MODERN PEDAGOGICAL KNOWLEDGE: SEMANTIC-COGNITIVE AND LINGUISTIC CULTURAL ANALYZES“. Scientific bulletin of KRHPA, Nr. 11 (2019): 45–56. http://dx.doi.org/10.37835/2410-2075-2019-11-5.
Der volle Inhalt der QuelleAnnotation:
The article deals with analysis of the term «concept» as one of the most important notions of modernpedagogical science. On the basis of analysis and generalizationof the term «concept», whichpresented in the scientific discussion, it was distinguished invariant signs of this linguistic unit in a pedagogical plane by the author. It should be stressed that the author is proving the expedience to differentiate the terms «concept» and «notion»in pedagogical content concerning to the sociocultural context of scientific discussion. Analyzing the socio-cultural component of the concept of "childhood", the researcher proceeds from the assumptions made about "understanding childhood" in a certain historical period. Among these assumptions, we should note the following: the components of the concept were formed under the influence of the real state of the child in society, the concepts of childhood, which were developed scientifically and ideologically, and were «convenient» for a particular society; understanding of childhood is determined by existing contradictions in society: between the real and desirable social status of the child in the system of social relations; between the bases of social and family upbringing; between the social and psychological limits of the age of the child, etc., understanding of childhood included predictable ways of solving socially important problems related to the development of society, as well as personally significant tasks related to the development of the child; The semantic elements of the concept of «childhood» were determined predominantly by the educational effect of the adult world, fitting into a certain social, cultural and historical context, and shaping its pedagogical paradigm of childhood, understood as a set of attitudes, values-characteristic of members of this society at a certain historical stage and mechanisms of their practical realization in the sphere of pedagogical support of education and upbringing of children. Also the author tries to describe the notional and conceptual loading of the term «childhood» as a discrete unit of human consciousness in the paradigm of modern pedagogical knowledge. This was made possible by the application of complex methodology that combines elements ofsemantic-cognitive and linguistic cultural analyzes.The author comes to the conclusion that theunderstanding of pedagogical terms through the prism of «concepts»allows to find out and use information in not only objective knowledge form, but also in a form, that can be clear and interiorize by the participants of the process of the constructing of a pedagogical reality.
33
Humaira Akram, Prof. Dr. Samina Malik und Prof. Dr. Nabi Bux Jumani. „Comparison of the Knowledge of Technology, Pedagogy and Content of Educators at Secondary Level“. sjesr 4, Nr. 1 (06.03.2021): 164–71. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(164-171).
Der volle Inhalt der QuelleAnnotation:
The innovative trends in 21st-century instruction have altered the entire landscape of pedagogy. Hence, this worldview move requires technological information and expertise from educators along with knowledge of instructional content. The main topic of the research work is based on a new, interdisciplinary framework for educators' knowledge of technological integration, the professed knowledge of modern equipment, art of teaching, and material. This structure is centered on Shulman's concept of knowledge of instructional material i.e. PCK to comprise information about modern equipment. Therefore, the purpose of this study is to; assess and compare the technical instructional and material understanding (TPACK) of IT educators in government and non-government schools. This study has followed a quantitative research approach. The target population comprised of all IT educators working in government and non-government high schools in the urban area of Islamabad. Using a proportionate stratified random sampling technique, 32 IT educators (from government schools) and 40 IT educators (from non-government schools) were selected for sampling. Data were collected using a self-developed research tool. Data analysis was steered using descriptive & inferential statistics. Outcomes of the study specified a noteworthy variance of government with non-government CS educators -about Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technical Pedagogic Know-how (TPK) nevertheless, non-noteworthy variance regarding Technological Content Knowledge (TCK) and TPACK.
34
Mavhunga, Elizabeth. „Transfer of the pedagogical transformation competence across chemistry topics“. Chemistry Education Research and Practice 17, Nr. 4 (2016): 1081–97. http://dx.doi.org/10.1039/c6rp00095a.
Der volle Inhalt der QuelleAnnotation:
Pedagogical Content Knowledge (PCK) observed in one topic is commonly understood not to be transferable to another topic. This study asked, what can then be transferred in the context of learning and acquiring PCK? The study firstly posits the existence of a generic pedagogical competence that is developed in pre-service teachers to pedagogically transform content knowledge, thereby developing their PCK exclusively in the topic, distinguished from general PCK as Topic Specific PCK (TSPCK). It then investigated the transferability of the competence learnt through an intervention on particulate nature of matter for the development of TSPCK in a subsequent, much harder topic chemical equilibrium. The location of the study was in a chemistry methodology class with 36 pre-service teachers. Mixed methods were employed in the research design. The intervention focused on developing the competence to transform concepts in the topic of particulate nature of matter. The primary data comprised a set of completed pre- and post-TSPCK tests in both topics, measuring the extent of the shifts in the quality of the construct. Additional qualitative data in the topic of the intervention was collected from class activities and Content Representations (CoRes) during the intervention, while a vignette was used in the second topic. The findings show the success of the intervention in enabling pedagogical transformation of the content knowledge in both topics, thus demonstrating a successful transfer of the learnt competence. Implications for the development of PCK in core topics in a discipline through transfer of the pedagogical transformation competence are provided.
35
Jašková, Jana. „Subjective perceptions of ESP (English for Specific Purposes) university teachers’ professional beginnings: Quantitative research into pedagogical content knowledge“. Journal of Language and Cultural Education 4, Nr. 1 (01.01.2016): 86–98. http://dx.doi.org/10.1515/jolace-2016-0007.
Der volle Inhalt der QuelleAnnotation:
Abstract The aim of this paper is to present methodology and results of a quantitative phase within a research into English for Specific Purposes university teachers and their subjectively perceived changes in pedagogical content knowledge from a retrospective view of their professional beginnings. The introduction describes the investigated issues and explains key concepts. The first chapter refers to the theoretical background of teacher professional development. Since the quantitative research phase is a part of a mixed research design, the second chapter deals with the whole research including the research objective and questions. The third chapter is devoted to the quantitative research phase during which an anonymous electronic questionnaire was sent to the whole population of Czech university teachers of English for Specific Purposes and processed statistically as well as descriptively. The fourth chapter presents the obtained quantitative data discussed within the individual components of pedagogical content knowledge - conceptions of purposes for teaching subject matter, curricular knowledge, knowledge of instructional strategies, and knowledge of students’ understanding. The conclusion summarises all the information and proposes some recommendations for pedagogical practice.
36
Murtafiah, Wasilatul, und Marheny Lukitasari. „DEVELOPING PEDAGOGICAL CONTENT KNOWLEDGE OF MATHEMATICS PRE-SERVICE TEACHER THROUGH MICROTEACHING LESSON STUDY“. Jurnal Pendidikan Matematika 13, Nr. 2 (25.06.2019): 201–18. http://dx.doi.org/10.22342/jpm.13.2.7663.201-218.
Der volle Inhalt der QuelleAnnotation:
This research aimed to describe pedagogical content knowledge of mathematics pre-service teacher through the lesson study application in microteaching. This descriptive qualitative research was conducted in Universitas PGRI Madiun with Mathematics pre-service teachers as subjects. The data were collected through observation, unstructured interviews, and documentation. Data from learning practice and pedagogical content knowledge were analyzed based on a scoring criteria framework that refers to microteaching assessment guidelines. The results showed that there was an increase in mathematics pre-service teacher learning practice (lesson planning increased from average to good, pre-learning activities increased from average to good, while learning activities increased from average to good, and closing activities increased from average to good). There was an increase in mathematics pre-service teacher content knowledge (increased in concept mastery from average to good and increased in material understanding from average to good). There was also an increase in mathematics pre-service teacher pedagogical knowledge (increased in clarity of learning scenarios from average to excellent, increase in the ability to use learning media from average to good, increase in the appropriateness of assessment techniques with learning objectives from average to good).
37
Touriñán López, José Manuel. „Concept of education: Confluence of definition criteria, temporary formative orientation and common activity as core content of its meaning“. Revista Boletín Redipe 10, Nr. 1 (01.01.2021): 28–77. http://dx.doi.org/10.36260/rbr.v10i1.1160.
Der volle Inhalt der QuelleAnnotation:
In this work, the purpose is to establish the need to go beyond the nominal definition of the concept of education and justify the existence of distinctive traits of the real definition of the term ‘education’ in character and sense inherent in its meaning, which must be taken into account at all times and places, whenever we carry out pedagogical intervention.
It is about forming criteria on meaning of ‘education’ and importance of Pedagogy in the construction of education fields. Knowledge of education makes it possible to build fields of education over cultural areas, transforming information into knowledge and knowledge into education. And this requires executing pedagogical function with competence, establishing an educational relationship in which common activity is the working tool.
38
Nind, Melanie. „A new application for the concept of pedagogical content knowledge: teaching advanced social science research methods“. Oxford Review of Education 46, Nr. 2 (09.08.2019): 185–201. http://dx.doi.org/10.1080/03054985.2019.1644996.
Der volle Inhalt der Quelle
39
Davidowitz, Bette, und Marietjie Potgieter. „Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry“. International Journal of Science Education 38, Nr. 9 (12.06.2016): 1483–503. http://dx.doi.org/10.1080/09500693.2016.1196843.
Der volle Inhalt der Quelle
40
Xu, Wei. „Exploring ESL/EFL Teachers’ Pedagogical Content Knowledge on Reading Strategy Instruction“. English Language Teaching 8, Nr. 11 (13.10.2015): 155. http://dx.doi.org/10.5539/elt.v8n11p155.
Der volle Inhalt der QuelleAnnotation:
<p>Any instructional practice must be derived from a teacher’s knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers’ practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of teachers are still scarce. This paper tends to synthesize ESL/EFL teachers’ pedagogical content knowledge of reading strategy instruction through learning the expertise conveyed in literature. Drawing on related studies in the field of reading strategy instruction either in general or in ESL/EFL contexts, this argumentative article first proposes a synthesized reading strategy instruction model which consists of one key component and two general principles, all of which create and are created by a safe and risk-free environment where students learn to use strategies actively and consciously with motivation and assistance. This article then elaborates on eight instructional strategies using summarizing instruction as an example in terms of three types of knowledge: declarative, procedural, and conditional. With the enrichment of the pedagogical content knowledge on strategy instruction, ESL/EFL teachers might teach reading strategies effectively both <em>with</em> metacognition, i.e., consciously planning, monitoring, and evaluating their teaching, and <em>for</em> metacognition, namely, to affect their students’ metacognitive awareness of strategy use in reading.</p>
41
Kramer, Maria, Christian Förtsch, William J. Boone, Tina Seidel und Birgit J. Neuhaus. „Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy“. Education Sciences 11, Nr. 3 (25.02.2021): 89. http://dx.doi.org/10.3390/educsci11030089.
Der volle Inhalt der QuelleAnnotation:
Teachers’ diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers’ professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by comparing a teacher’s observation of classroom incidents with subject-specific challenges to be identified from scripted instructional situations. To approximate diagnostic situations close to real-life, the assessment of science teachers’ diagnostic competences requires a situated context that was provided through videotaped classroom situations in this study. We investigated the relationship between professional knowledge (PCK, CK, PK) of 186 pre-service biology teachers, their diagnostic activities, and diagnostic accuracy measured with the video-based assessment tool DiKoBi Assess. Results of path analyses utilizing Rasch measures showed that both PCK and PK were statistically significantly related to pre-service teachers’ diagnostic activities. Additionally, biology teachers’ PCK was positively related to diagnostic accuracy. Considering higher effect sizes of PCK compared to PK, the findings support previous findings indicating the importance of PCK, thus demonstrating its importance in the context of subject-specific diagnosis as well.
42
Macrides, Elena, und Charoula Angeli. „Domain-Specific Aspects of Technological Pedagogical Content Knowledge: Music Education and the Importance of Affect“. TechTrends 62, Nr. 2 (19.01.2018): 166–75. http://dx.doi.org/10.1007/s11528-017-0244-7.
Der volle Inhalt der Quelle
43
Nuangchalerm, Prasart. „TPACK in ASEAN perspectives: Case study on Thai pre-service teacher“. International Journal of Evaluation and Research in Education (IJERE) 9, Nr. 4 (01.12.2020): 993. http://dx.doi.org/10.11591/ijere.v9i4.20700.
Der volle Inhalt der QuelleAnnotation:
Technological Pedagogical and Content Knowledge (TPACK) is now recognizing for teacher development and preparation program. The new era of teaching and learning are not only focus on contents, but also pedagogical knowledge, technology and education with instructional strategies are now necessary for teacher preparation program. This study focuses on identifying and summarizing the features of TPACK in ASEAN literatures. The review was conducted using the ACI database; a total of 11 articles describing TPACK based on specific search criteria. The framework of TPACK needs to generalize to school policy, administrative purposes and teacher development and teacher preparation program. Also, the exploratory TPACK of 7 Thai pre-service science teachers in one-year school practicum provided significant findings through TPACK questionnaire and lesson plan analysis. Data were collected and analyzed by descriptive analysis. The explorative study illustrated the nature of their TPACK by concept and practice was at high level. The study needs pre-service teacher have technology integration in teacher preparation program, also TPACK should be implemented in teacher development program.
44
Gustafsson, Peter, und Hans G. Eriksson. „A TOOL TO SUPPORT LECTURERS’ COURSE DEVELOPMENT AT INTRODUCTORY UNDERGRADUATE LEVEL IN PHYSICS“. Journal of Baltic Science Education 16, Nr. 1 (25.02.2017): 56–63. http://dx.doi.org/10.33225/jbse/17.16.56.
Der volle Inhalt der QuelleAnnotation:
With more diversified student groups entering the university, the development and planning of courses become more pedagogically challenging. In earlier studies, a validated tool, content representation (CoRe), has been used in teacher education to help pre-service teachers identify and promote pedagogical content knowledge in limited teaching sequences. In the present research the aim is to explore whether CoRe, when applied to an introductory university course in physics, can (i) promote the pedagogical content knowledge of the course as a whole and (ii) serve as an operative tool to identify problematic areas or areas that need further development in the course. The CoRe tool is based on given questions to be answered in relation to the “big ideas” of the course. In the present research, the questions have been answered by a lecturer and by using a content analysis of the answers several categories of development could be identified. For a specific category, the tool also provided information about what kind of development was necessary. The conclusion is that CoRe has a potential to be of service at higher education level, it can be applied to parts of a course as well as to a course as a whole, and it may provide a useful tool to help a lecturer in the development and planning of a course. Key words: content representation; course development; physics education; university level, pedagogical content knowledge.
45
Amade-Escot, Chantal. „The Contribution of Two Research Programs on Teaching Content: “Pedagogical Content Knowledge” and “Didactics of Physical Education”“. Journal of Teaching in Physical Education 20, Nr. 1 (Oktober 2000): 78–101. http://dx.doi.org/10.1123/jtpe.20.1.78.
Der volle Inhalt der QuelleAnnotation:
Content in physical education has been the subject of research for some years, with most studies being carried out under two scientific programs. One, in North America, concerned primarily with pedagogical content knowledge; the other, in France, studying the didactics of physical education. The purpose of this paper is to describe the theoretical framework, methodology, and principal results of these programs. It examines their similarities, differences, and the contribution of each to the teaching and learning of content in physical education. Researchers in both fields state that pedagogical content in physical education (a) is highly domain-specific to the activity being taught. (b) falls within an analysis of the situated-action, (c) undergoes long-term evolution in relation to professional competence, and (d) depends on constraints inherent in the system. Beyond the specifics of each program, there are some similarities that open up possibilities for fruitful collaboration between researchers in the two communities.
46
Bogdanov, Nikolai Aleksandrovich, und Andrei Viacheslavovich Korzhuev. „Pedagogical knowledge axiology: a palette of views and logical-epistemological code“. Moscow University Pedagogical Education Bulletin, Nr. 4 (29.12.2019): 24–39. http://dx.doi.org/10.51314/2073-2635-2019-4-24-39.
Der volle Inhalt der QuelleAnnotation:
Based on the analysis of epistemological works, the spectrum of components reflecting the value-loaded pedagogical knowledge is designated: a) knowledge embedded in the cultural environment; knowledge that has become a cultural phenomenon; b) knowledge enabling to solve practical problems relevant to the society; c) knowledge, recognized from the point of view of epistemological attributes, methods for its production, “protoform” and the degree of empirical, theoretical and contextual validity; d) pedagogical knowledge as a part of social reality or, otherwise, social determination of pedagogical knowledge. The third and the fourth components are discussed in detail. The project of “incorporating” pedagogy into the philosophical and epistemological glossary is presented: the categories of quantity and quality, of the part and the whole, identity and difference, form and content, essence and phenomenon, direct and indirect knowledge, pedagogical concept, judgment, inference analyzed in the light of an individual’s awareness of the way of its obtaining and degree of reliability. “Minto code” (complex cases of a causal analysis of the pedagogical field) is given a special attention. “Social determination of academic pedagogical cognition” is presented as a “lower layer” of the value-loaded knowledge.
47
Ersanli, Ceylan Yangin. „Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers“. International Education Studies 9, Nr. 5 (13.04.2016): 18. http://dx.doi.org/10.5539/ies.v9n5p18.
Der volle Inhalt der QuelleAnnotation:
<p class="apa">Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The participants are 59 pre-service English language teachers enrolled in an ELT Methodology Course at a state university. The data is gathered through the TPACK Scale developed by Solak and Çakir (2014) and journal entries of pre-service English language teachers before and after the procedure. The results indicate a statistically significant improvement in TPACK scores of both male and female pre-service English language teachers. The journal entries clearly indicate an increase in several possible applications or websites that can be used in the classroom with more effective and to the point objectives. The pre-service English language teachers have also displayed better performance in manufacturing and tailoring language learning/teaching materials with specific goals.</p>
48
Abidin, Z., S. M. E. Susilowati, A. P. B. Prasetyo und S. Ridlo. „The profile changes in pedagogical content knowledge of pre-service biology teachers based on the concept maps“. Journal of Physics: Conference Series 1567 (Juni 2020): 042083. http://dx.doi.org/10.1088/1742-6596/1567/4/042083.
Der volle Inhalt der Quelle
49
Purwaningsih, Endang. „Potret Representasi Pedagogical Content Knowledge (PCK) Guru dalam Mengajarkan Materi Getaran dan Gelombang pada Siswa Smp“. INDONESIAN JOURNAL OF APPLIED PHYSICS 5, Nr. 01 (16.12.2015): 9. http://dx.doi.org/10.13057/ijap.v5i01.252.
Der volle Inhalt der QuelleAnnotation:
<span>Learning materials of vibrations and waves in physics involve abstract mathematical knowledge, not easy to be understood, and frequently generate misconceptions. However, the subject is fundamental prerequisite for mastering more complicated physical concepts. On the other hand, teachers´ materials comprehension itself can affect the way teachers teaching and giving learning experience to the students. Here, we use descriptive research to figure out teacher´s pedagogical content knowledge (PCK) representation during teaching and learning process of vibrations and waves for junior high school grade VIII. Four professional junior high school teachers were chosen as sample. The PCK representation was focused on the content representation (CoRe) which represents teachers´ materials comprehension and their special aspects. Data collections have been done by means documentation study, ongoing classroom activities observation and interviews with the teachers as well as the students. Outcome of this research are: 1) Basic ideas/concepts expected by teachers for students to learn are not yet covering the basic concept needed to understand the concept itself, 2) Teachers are not yet mastering the teaching materials comprehensively, 3) Classroom activities/learning experiences and the method given to the students are not varied.</span>
50
Gomez, Julio Cesar. „DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM“. Problems of Education in the 21st Century 78, Nr. 4 (05.08.2020): 533–52. http://dx.doi.org/10.33225/pec/20.78.533.
Der volle Inhalt der QuelleAnnotation:
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.