Academic literature on the topic 'Collective Pedagogical Content Knowledge'
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Journal articles on the topic "Collective Pedagogical Content Knowledge"
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Puspitasari, Dwiyanti, Elya Umi Hanik, Reza Nidaul Innayah, Hema Rizkyana Firdaus, Emilia Safitri, and Maurin Pratiwi. "Integrasi Pendekatan Dalam Melaksanakan Pembelajaran Era Digital di Sekolah Indonesia Kuala Lumpur (SKIL)." BASICA: Journal of Arts and Science in Primary Education 2, no. 1 (June 29, 2022): 54–66. http://dx.doi.org/10.37680/basica.v2i1.963.
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ABSTRAK
Era digital saat ini juga berpengaruh dalam dunia pendidikan. Karakteristik siswa sudah banyak yang dekat dengan teknologi serta dilihat dari kemampuan pihak sekolah dalam menfasilitasi teknologi agar pendidik dan sekolah mengintegrasikan pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) untuk melaksanakan pendidikan di era digital. Penelitian ini mempunyai maksud tujuan untuk mendeskripsikan Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) Sekolah Dasar SIKL untuk melaksanakan pendiidkan era digital. Adapun metode atau cara yang diterapkan peneliti terhadap laporan ini adalah dengan metode atau cara kualitatif, yakni pengumpulan sumber data yang berasal dari wawancara secara virtual serta jurnal penelitian yang mana lebih mengutamakan pada tema Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) untuk melaksanakan pendidikan di era digital. Penelitian ini menunjukkan bahwa, Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) merupakan kerangka pembelajaran untuk mengolah berbagai bentuk pembelajaran baru yang menggunakan penggabungan tiga komponen penting antara lain teknologi, pedagogic, dan konten/materi pengetahuan, serta didalamnya terdiri dari tujuh komponen TPACK yaitu CK (Content Knowledge), PK (Pedagogy Knowledge), TK (Technology Knowledge), TPK (Technological Pedagogical Knowledge), TCK (Technological Content Knowledge), PCK (Pendagogical Content Knowledge) dan TPACK (Technological Pedagogical Content Knowledge). Sekolah Indonesia Kuala Lumpur (SIKL) dalam mengatasi permasalahan yang berhubungan dengan integrasi pendekatan TPACK di era digital pada masa pandemic covid-19 tetap menerapkan blended learning dengan menggunakan domain google classroom sebagai platform pembelajaran di kelas.
Kata Kunci : integrasi, TPACK, pedagogic, era digital
ABSTRACT
The current digital era is also influential in the world of education. The characteristics of many students are close to technology and seen from the ability of the school to facilitate technology so that educators and schools integrate the TPACK (Technological, Pedagogical, Content Knowleedge) approach to implementing education in the digital era. This study has the objective of describing the integration of the TPACK (Technological, Pedagogical, Content Knowleedge) approach to the SIKL Elementary School to carry out education in the digital era. The method or method applied by researchers to this report is the qualitative method or method, namely the collection of data sources from virtual interviews and research journals which prioritize the theme of Integration of the TPACK Approach (Technological, Pedagogical, Content Knowleedge) to carry out education. in the digital age. This research shows that, the Integration of the TPACK Approach (Technological, Pedagogical, Content Knowleedge) is a learning framework for processing various new forms of learning that use the combination of three important components, namely technology, pedagogics, and content / material knowledge, and it consists of seven TPACK components. namely CK (Content Knowledge), PK (Pedagogy Knowledge), TK (Technology Knowledge), TPK (Technological Pedagogical Knowledge), TCK (Technological Content Knowledge), PCK (Pendagogical Content Knowledge) and TPACK (Technological Pedagogical Content Knowledge). Sekolah Indonesia Kuala Lumpur (SIKL) in overcoming problems related to the integration of the TPACK approach in the digital era during the Covid-19 pandemic continues to apply blended learning by using the google classroom domain as a learning platform in the classroom.
Keywords: integration, TPACK, pedagogic, digital era
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Yuniartikasari, Priskila, and Helti Lygia Mampouw. "Tinjauan Pedagogical Content Knowledge Guru Pada Materi Peluang." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 1 (May 10, 2019): 104–15. http://dx.doi.org/10.31004/cendekia.v3i1.85.
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Pedagogical content knowledge merupakan pengetahuan yang dimiliki seseorang yang kemudian ditransferkan kepada orang lain dalam bentuk materi sehingga mencapai tujuan pembelajaran dengan baik, dengan didasari oleh pemahaman tentang hal-hal yang dapat dapat membuat materi itu mudah atau sulit di mengerti. Penelitian ini bertujuan mendeskripsikan kompetensi guru SMP pada materi peluang berdasarkan komponen Pedagogical Content Knowledge. Subjek penelitian ini guru SMP Negeri yang sudah mendapatkan sertifikasi dengan masa kerja guru kurang dari 15 tahun dan lebih dari 15 tahun. Teknik pengumpulan data pada penelitian ini yaitu observasi, wawancara, dan dokumentasi. Hasil penelitian ini, menunjukkan bahwa kedua guru mampu menguasai komponen pedagogic dengan baik. Kedua guru memiliki ananlisis penilaian yang berbeda. Namun secara garis besar mengenai kemampuan pedagogic kedua guru sama, hanya berbeda cara penyampaiannya.
Kata Kunci: pedagogical content knowledge, peluang
ABSTRACT
Pedagogical content knowledge is knowledge that is owned by someone and then transferred to others in the form of material so as to achieve learning goals well, based on an understanding of things that can make the material easy or difficult to understand. This study aims to describe the competence of junior high school teachers in opportunity material based on the Pedagogical Content Knowledge component. The subjects of this study were state junior high school teachers who had received certification with teacher tenure of less than 15 years and more than 15 years. Data collection techniques in this study were observation, interviews, and documentation. The results of this study indicate that both teachers are able to master pedagogic components well. Both teachers have different assessment analyzes. But broadly speaking about the pedagogic abilities of the two teachers are the same, only different ways of delivering them.
Keywords: pedagogical content knowledge, peluang
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Hoffman, W. P., S. F. Guedes, L. N. Cardoso, M. K. Heidmann, and L. R. S. Laia. "Evaluation processes in the school context: Production of collective knowledge." Scientific Electronic Archives 14, no. 1 (December 9, 2020): 74. http://dx.doi.org/10.36560/14120211271.
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School evaluative processes are motivators for several discussions in pedagogical environments, so that, if evaluations are poorly constructed and decontextualized, they imply learning processes and school permanence. In this sense, the present study aims to relate the performance obtained by high school students, during the four academic terms of the year 2014, with the contents taught during each of these two months, in order to promote useful discussions to the pedagogical environment. We present a reflection on the structural mechanisms of exclusion and dropout, and also on the evaluation processes in the discipline of chemistry, in high school classes. We emphasize that it is necessary to employ pedagogical practices aimed at the plurality and democratization of knowledge, with classes that include qualitative methods of assessment, and linked to the context of students, based on training for the promotion of autonomy.
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Fariyani, Qisthi, Ferry Khusnul Mubarok, Siti Masfu’ah, and Fatah Syukur. "Pedagogical Content Knowledge of Pre-service Physics Teachers." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 9, no. 1 (April 30, 2020): 99–107. http://dx.doi.org/10.24042/jipfalbiruni.v9i1.3409.
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This study aims to describe the content knowledge, pedagogical knowledge, and pedagogical content knowledge of students of pre-service physics teachers at Walisongo Semarang. The type of research is quantitative descriptive. The samples were Physics Pre-service teachers at Universitas Islam Negeri Walisongo Semarang. The samples were 65 pre-service physics teachers determined by the purposive sampling technique. The method of collecting data used was a test, observation, and documentation. The results showed that pre-service physics teachers' content knowledge capabilities were in three categories, namely: 35% poor, 42% sufficient, and 23% good. The pedagogical knowledge test showed that 16% of physics pre-service teachers were in a good category, 77% were in a good category, and 7% were in a very good category. The results of the pedagogical content knowledge test showed that 12% of the pre-service physics teachers were in the poor, 30% were in the moderate category, 35% were in a good category, and 23% were in the very good category. Pre-service physics teachers had the lowest ability in determining other factors that influence teaching concepts, and the highest ability in determining important science concepts in the material to be taught. This research implies that remediation is needed to improve physics pre-service teachers' Pedagogical Content knowledge capabilities, which can be applied in the Plan of Learning course
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Effendy, Suhardi, and Ellianawati Ellianawati. "Implementation of Pedagogical Content Knowledge with Multimedia on Rectilinear Motion Topics." Physics Communication 3, no. 1 (October 26, 2018): 35–40. http://dx.doi.org/10.15294/physcomm.v3i1.11884.
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Pedagogical content knowledge is a combination of understanding knowledge material (content knowledge) and ways of educating (pedagogical knowledge). The purpose of this study is to improve student learning outcomes and interests through the implementation of multimedia assisted pedagogical content knowledge. The research method used is control group pretest-posttest design. Data collection was done by test and questionnaire. Data analysis using t test and gain test. The results showed that there was an increase in learning outcomes by the implementation of pedagogical content knowledge (PCK) with t count > t table and N-gain score of student learning outcomes of 0.60. Questionnaire results show the high interest of students in learning by using multimedia of Rectilinear motion.
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Novianti, Ria, and Febrialismanto Febrialismanto. "The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge." Journal of Educational Sciences 4, no. 2 (April 23, 2020): 404. http://dx.doi.org/10.31258/jes.4.2.p.404-413.
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Pedagogical content knowledge (PCK) is the essential need of teaching and every teacher had to prioritized it for their teaching preparation. For early childhood education teacher, it is not only about knowledge of curriculum, instructional strategies and content, but also knowledge of students understanding. Teachers need to pay attention for all aspect in learning activities. With the awareness of PCK, teacher will have good performance while teaching and it will affect children understanding towards the subject. This research use descriptive quantitative methode to describe pedagogical content knowledge of 135 early childhood education teacher’s in Pekanbaru City that has been chosen by purposive sampling technique. Data collection and processing using google form. From four indicators of PCK, knowledge of student understanding score is the highest at 3,25, knowledge of instructional strategies score is 3,15, content knowledge score is 3.07 and knowledge of curriculum is the lowest with score 2,89. Emphaty and the ability to understand children comprehension in learning is pivotal for early childhood teacher. Young children don’t always express thought and emotion verbally, so teacher should also observed non verbal language and be thoughtful in order to help them understanding the subject. Early childhood teacher should gain more practiced and learn to enhance their knowledge of curriculum.
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Nurhayani, Nurhayani, Sri Kemala Sandi Yuanita, Ayu Intan Permana, and Delfi Eliza. "TPACK (Technological, Pedagogical, and Content Knowledge) untuk Peningkatan Profesionalisme Guru PAUD." Jurnal Basicedu 6, no. 1 (December 19, 2021): 179–90. http://dx.doi.org/10.31004/basicedu.v6i1.1852.
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The teachers’ ability to apply technology in delivering learning materials is one of the factors to become a professional teacher. The purpose of this study was to analyze the framework of Technological Pedagogical and Content Knowledge (TPACK) in order to improve the professionalism of early childhood education teachers. The methodology of this research used the type of qualitative descriptive research. The respondents of this research were early childhood education teachers in Payakumbuh City. The data collection technique of this research was used interview, observation and documentation. From the result of this study, it can be concluded that the Technological Knowledge (TK) of early childhood education teachers is in “enough” category, Content Knowledge (CK) in the “good” category, Pedagogical Knowledge (PK) in the “good” criteria, Technological Content Knowledge (TCK) in “enough” criteria, Technological Pedagogical Knowledge (TPK) in “enough” criteria, Pedagogical Content Knowledge (PCK) teachers belong to “good” and Technological Pedagogical and Content Knowledge (TPACK) early childhood education teachers in Payakumbuh City were on “enough” criteria.
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Haka, Nukhbatul Bidayati, Rizka Yohana, and Laila Puspita. "Technological Pedagogical Content Knowledge Mahasiswa Calon Guru Biologi Dalam Menyusun Perangkat Evaluasi Pembelajaran." VEKTOR: Jurnal Pendidikan IPA 1, no. 2 (December 20, 2020): 73–88. http://dx.doi.org/10.35719/vektor.v1i2.13.
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Guru merupakan figur sentral dalam penyelenggaraan pendidikan. Dalam proses pembelajaran guru tidak hanya melakukan transfer ilmu tetapi harus memiliki kuaifikasi akademik yang sesuai bidang, kompetensi teknologi, pedagogik, personal, dan persyaratan profesionalitas yang mumpuni. Penelitian ini bertujuan untuk mengetahui kemampuan Technological Pedagogical Content Knowledge (TPCK) mahasiswa calon guru Pendidikan Biologi UIN Raden Intan Lampung dalam menyusun perangkat evaluasi pembelajaran. Jenis penelitian ini adalah kuantitatif dengan metode analisis korelasi. Penentuan partisipan dalam penelitian ini dilakukan dengan teknik purposive sampling yaitu mahasiswa pendidikan biologi angkatan 2016 semester 8 yang sudah menyelesaikan materi pedagogik. Teknik pengumpulan data menggunakan angket, lembar obseravasi, wawancara dan dokumentasi. Uji hipotesis pada penelitian ini menggunakan uji korelasi Product Moment. Hasil analisis korelasi memperoleh nilai koefisien korelasi sebesar 0,585 yang mneunjukan hubungan antara dua vriabel tersebut cukup kuat dan arah hubungan menunjukan arah positif, maka Ho ditolak dan Ha diterima artinya terdapat hubungan yang positif antara kemampuan Technological Pedagogical Content Knowledge (TPCK) dengan kemampuan membuat perangkat Evaluasi Pembelajaran pada mahasiswa. Kata Kunci: calon guru, kemampuan technological pedagogical content knowledge, perangkat evaluasi pembelajaran The teacher is a central figure in the administration of education. In the learning process the teacher does not only transfer knowledge but must have academic qualifications in accordance with the fields, technological competence, pedagogic, personal, and qualified professional requirements. This study aims to determine the ability of Technological Pedagogical Content Knowledge (TPCK) for prospective teachers of Biology Education at UIN Raden Intan Lampung in developing learning evaluation tools. This type of research is quantitative with correlation analysis method. Determination of participants in this study was conducted with a purposive sampling technique, namely biology education students for semester 8 2016 who had completed pedagogic material. Data collection techniques using questionnaires, observation sheets, interviews and documentation. Hypothesis testing in this study uses the Product Moment correlation test. Correlation analysis results obtained a correlation coefficient of 0.585 which shows the relationship between the two variables is quite strong and the direction of the relationship shows a positive direction, then Ho is rejected and Ha is accepted, meaning there is a positive relationship between the ability of Technological Pedagogical Content Knowledge (TPCK) with the ability to make evaluation tools Student learning. Keywords: knowledge skills in technology pedagogical content, learning evaluation devices, teacher candidates
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Buldu, Elif, and Metehan Buldu. "Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe." SAGE Open 11, no. 2 (April 2021): 215824402110255. http://dx.doi.org/10.1177/21582440211025564.
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The study aimed to investigate pre-service early childhood teachers’ (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs’ with a case study design. At the beginning of the data collection process, the PSTs’ prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study’s findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs’ conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs.
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Maniesi, Paulo Sérgio, and Pura Lúcia Oliver Martins. "Physics teaching in high school through the collective systematization of knowledge." ACTIO: Docência em Ciências 6, no. 3 (December 19, 2021): 1. http://dx.doi.org/10.3895/actio.v6n3.13683.
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This article addresses a research-teaching focused on the pedagogical practices of teachers and the study practices of high school physics students having as its epistemological axis the concept of theory as an expression of practice. Its objective is to bring to reflection the Collective Systematization of Knowledge as an alternative for teaching and studying in this area of knowledge. The data were produced through the speeches and texts prepared by the students in the experience of four moments of the Collective Systematization of Knowledge methodological process, based on pre-established theoretical references with the research participants describing, analyzing, problematizing, discussing, explaining and understanding both their study practices and the pedagogical practices of high school physics teachers. The study shows that the deconstruction and reconstruction of teaching based on transmission-assimilation both in teacher practice and in student study practices can be modified if the Collective Systematization of Knowledge is carried out favoring the critical-reflective appropriation of contents inherent to Physics.
Dissertations / Theses on the topic "Collective Pedagogical Content Knowledge"
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Flynn, Natalie P. H. "The transformation of science and mathematics content knowledge into teaching content by university faculty." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/314629.
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Educational PsychologyPh.D.
University science and mathematics education today is no longer solely focused on training the small fraction of students who will become tomorrow's science and mathematics researchers, but is required to engage and create scientifically/mathematically literate American citizens (Ball, 2000; Dean, 2009; Kind, 2009a; Mooney & Kirshenbaum, 2009; Olsen, 2009). University professors are typically content experts not trained in pedagogy. This creates unique teaching issues in transforming complex content material. Expert content mastery of a subject can blind faculty to potential student difficulties (Ben-Peretz, 2011; Nathan, Koedinger, & Alibali, 2001). This, combined with limited pedagogical training and curricular constraints, can create teaching difficulties, contributing to high levels of student attrition (Bhattacharya, 2012; Feldon, Timmerman, Stowe, & Showman, 2010). Considerable research has been conducted on best teaching practices and the central role that content knowledge plays in teaching, yet little evidence is found to illuminate the processes by which subject matter content experts (faculty) unpack their expertise for use in teaching (Ball, 2000; Bouwma-Gearhart, 2012; French, 2005; Weiman, Perkins, & Gilbert, 2010). Much of the research literature defines deconstructing and unpacking content knowledge as the complex processes by which experts transform content knowledge into knowledge used for teaching (Abell, 2008; Ball & Bass, 2000; Hashweh, 2005; Shulman, 1986, 1987). According to the well accepted educational construct known as pedagogical content knowledge (PCK), teachers possess unique and distinct sets of knowledge domains that enable them to transform their content into teachable knowledge (Shulman, 1986, 1987). Much of the literature agrees that strong foundational content knowledge is required in order to develop PCK (Hill, Rowen, & Ball, 2005; Lowenberg-Ball, Hoover-Thames, & Phelps, 2008; Padilla, Ponce-de-Leon, Rembado, & Garritz, 2008). If limited content is a major restriction in the development of PCK, how does this process proceed when content is strong, as in the case of university faculty? This study looked at the processes that occur as content experts (faculty) focus on the deconstruction process in order to develop lessons and teach. The study focused on the components or paths of the transformation process in an attempt to identify the development of the knowledge base that content experts use in order to teach. This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to `think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the `side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom.
Temple University--Theses
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Galbally, Jaclyn. "The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261842.
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Educational PsychologyPh.D.
Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching. Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching. To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers.
Temple University--Theses
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Smith, Raymond Thomas. "TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973.
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Cortelyou, Kathryn. "Exploring Intensive Reading Intervention Teachers' Formal and Practical Knowledge of Beginning Reading Instruction Provided to At-Risk First Grade Readers." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5173.
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This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers' practical knowledge and formal knowledge. These two goals framed the study's three research questions. To answer these three questions, the study was conducted in two phases. Phase one included 32 participants, all of whom worked in the role of a K-2 intensive reading intervention teacher. Each of these 32 participants completed a background questionnaire and a paper/pencil Teacher Knowledge Assessment (TKA). The TKA measured participants' formal knowledge of beginning reading concepts. Participants' scores on the TKA were then rank-ordered from lowest to highest to help guide the selection of phase two participants. Eight teachers in all participated in phase two of the study dedicated to the study of teachers' practical knowledge of reading. Participants' practical knowledge of reading was explored through three activities including a semi-structured interview, a concept-mapping activity and a videotaped reading lesson. Data analysis revealed several important findings. Intensive reading intervention teachers in this study's sample differed in their formal knowledge of reading, measured by the TKA, and in their practical knowledge of reading, explored through interviews, concept-maps and reading lessons. The TKA revealed that study participants' held more formal knowledge of concepts related to phonology and phonics and less formal knowledge of concepts related to morphology and syllable types. Related to practical knowledge, data analysis revealed that the teachers in this sample differed in their knowledge of beginning reading with subject-matter knowledge accounting for most of the differences. These gaps in subject-matter knowledge also impacted this sample of teachers' use of instructional strategies and purposes of instruction. Data analysis also revealed insight into the relationships between this sample of teachers' formal and practical reading knowledge. In this sample, intensive reading intervention teachers with more formal knowledge of reading concepts as measured on the TKA demonstrated more evidence of these concepts within their instruction provided to at-risk first grade readers. The participants in this sample who had less formal knowledge of beginning reading as measured by the TKA demonstrated less evidence of these concepts within their instruction provided to at-risk first grade readers. Participants with less formal knowledge did accurately calibrate their knowledge of the concepts tested on the TKA but did not equate the lower scores to their practical knowledge and overall teaching efficacy. The findings from this study added several important contributions to the literature on teacher knowledge and beginning reading instruction. First, the study was unique in its focus on intensive reading intervention teachers, thus contributing new findings related to a specialized group of teachers. Secondly, this study contributed descriptions of teachers' practical knowledge with regards to beginning reading instruction. These descriptions are relatively absent in the current literature on teacher knowledge. Thirdly, the results from this study supported earlier findings in favor of a specialized body of subject-matter knowledge, especially related to beginning reading skills and concepts. Finally, the results contributed insight into the relationships between teachers' formal reading knowledge and practical reading knowledge.Ed.D.
Doctorate
Education and Human Performance
Education
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Doutis, Panayiotis. "Teachers' pedagogical content knowledge and pedagogical theories of content /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158626617.
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Lux, Nicholas James. "Assessing technological pedagogical content knowledge." Thesis, Boston University, 2010. https://hdl.handle.net/2144/31985.
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Thesis (Ed.D.)--Boston UniversityBuilding on Shulman's (1986) theory of pedagogical content knowledge that outlines distinct domains of teacher knowledge, technological pedagogical content knowledge (TPACK) has emerged as a framework for examining educational technology training in teacher preparation (Koehler & Mishra, 2008; Neiss, 2008; Shin, Koehler, Mishra, Schmidt, Baran, & Thompson, 2009). The research presented here examines the theoretical basis of TPACK and describes the process of developing the Pre-service Teacher - Technological Pedagogical Content Knowledge Survey (PT-TPACK Survey). The PT-TPACK Survey is an instrument constructed to measure self-perceptions of TPACK in pre-service teachers completing a "Foundations of Educational Technology Course". The research focused on collecting evidence for the validity and reliability of the PT-TPACK survey. A pilot study, understandability study, and expert review were conducted in early stages of the research. Exploratory and confirmatory factor analysis and reliability measures were analyzed after the survey was administered to 120 pre-service teachers. The factor structure suggests a superior model fit, as did the goodness-of-fit indices. The root mean square error of approximation (RMSEA) was equal to .013, and both the comparative fit index (CFI) and non-normed fit index (NNFI) were .90 (CFI=1.0, NNFI=1.0). Internal consistency between the individual factors was also strong. The resulting coefficient alpha statistics suggest instrument reliability (TPACK, a=.903; TPK, a=.844; PK, a=.771; CK, a=.774; TK, a=.747; PCK, a=.653). Six of the seven widely accepted hypothesized TPACK dimensions emerged in the factor structure. Technological content knowledge (TCK) was the only hypothesized dimension that did not emerge. Finally, this study recommends several reasons for the lack of the TCK dimension, some of which could have an impact on how teachers are trained to use technology.
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Oskarsson, Björn. "Towards Pedagogical Content Knowledge in Logistics." Licentiate thesis, Linköpings universitet, Logistik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111665.
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Logistics is regarded as an area of high importance in business, contributing to profitability and competitiveness. Logistics is crucial also from a societal perspective, since logistical activities count for a big proportion of a country’s GNP, and since effective logistics systems can help reducing some of the environmental problems we face today. Higher education has an important role to play in order to provide business and society with well-educated logistics personnel. Since not much research is published within higher education in logistics, the purpose of this thesis was defined as: To contribute to the knowledge on teaching and learning logistics in higher education. More specifically, two research questions were set up: RQ1: What knowledge and skills are important for students to learn during highereducation in logistics? RQ2: How can students’ learning of these skills and knowledge be facilitated? A comprehensive literature review serves as a basis for the study. The literature on logistics education gives limited guidance concerning what is to be learned during higher education in logistics, as well as how to facilitate learning within logistics. These findings indicate that the logistics teaching faculty do not base their course designs and teaching practices on solid knowledge on what and how to teach. Although a major finding of my work is that more research is needed, some more concrete propositions can be made. In order to reach some kind of answers to the research questions, a selection of pedagogical theories was applied on logistics education with help from illustrating examples, partly found in literature, and partly from specific studies performed as part of this thesis. Concerning the first research question, I propose a tentative model, illustrating how different logistics knowledge and skills can be positioned against each other. A division is made between subject-specific and generic knowledge and skills, and two core generic skills within logistics are proposed: Total cost analysis and Structured investigation method. From pedagogical literature, the concept of thresholds was introduced. A threshold refers to something that is troublesome for students to overcome, but once passed leads to a new way of understanding. The identification of the thresholds associated with acquiring important knowledge and skills, is therefore important for teachers. Some thresholds concerning logistics education are discussed in the thesis. For the two core generic skills proposed above, it is suggested that ‘case-specific adaptation of total cost models’ is a threshold for total cost analysis, and ‘investigation planning’ is suggested as a threshold for structured investigation method. The question of how something can be learned is dependent on what is to be learned. Since there is a lack of clear answers concerning the what, the second research question (focusing the how) is difficult to answer in a concrete manner. On a general level, some findings were found though. Logistics is a discipline where education has strong emphasis on usefulness for the workinglife. Problem- and practice-based instructional methods are therefore recommended to create learning situations, where learning is extended from theoretical models as such, to their application in realistic settings. Reflection upon the appropriateness of the models then becomes essential. The use of educational games, simulation, and field-based projects are examples of such methods. In pedagogical literature, the term pedagogical content knowledge addresses the need for teachers to know the subject-matter (the content) in a way that makes it possible for him/her to make it understandable for the students. This kind of knowledge is built up from a number of knowledge components. One of those concerns knowledge about what is troublesome for students, which bridges over to the previously described threshold concepts. Another component is knowledge of students’ pre-understanding. An example of a method for capturing such pre-understanding is given in the thesis. Given that a teacher knows the subject-matter, the students pre-understanding, and some other contextual factors, a good knowledge on how to instruct and assess the students is crucial. The instructional methods are to a big extent case-specific, but as indicated above, problem- and practice-based methods are often to recommend within logistics education. Based on the findings and discussions in this study, a number of suggestions for future research are proposed. Among those is the need to identify the thresholds connected to learning core logistical knowledge, and to investigate appropriate instructional methods for helping students to overcome these thresholds.
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Aigner, Brandon T. "Developing Integrated Pedagogical Content Knowledge in Preservice Teachers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591360331428312.
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Cox, Susan Marie. "A Conceptual Analysis of Technological Pedagogical Content Knowledge." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2552.pdf.
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Wong, Tak Wah Terry. "Competency in mathematics teaching : subject content knowledge, pedagogical content knowledge and attitudes toward teaching mathematics." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31010.
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This study investigated pre-service primary mathematics teachers' teaching practice (TP) performance in the context of their subject content knowledge (SCK), pedagogical content knowledge (PCK) and attitude towards mathematics teaching (AMT). The interrelationships among these variables are analyzed too. Attitudes toward mathematics teaching and previous SCK achievement were elicited using twenty Likert-item statements and their previous highest public mathematics examination results respectively whilst information on student teachers' PCK achievement and TP performance were obtained through direct teaching observation. The sample consisted of 104 student teachers drawn from two different training programmes, 2-Year Certificate of Education (CE) Course and 4-Year Bachelor of Education (BEd) Programme, at the first stage. Hence 52 student teachers were invited to participate in the second stage, TP supervision. Differences across programmes, year groups and gender were investigated. This study found that AMT has a positive effect on TP performance and it is also positively correlated with PCK achievement. However, it is surprising that subject content knowledge (SCK) has no statistically significant relationships with AMT, PCK achievement and TP performance. There were no substantial gender-related differences on AMT and SCK achievement however, female student teachers performed better than male student teachers on tasks requiring patience on preparation of lesson plans and teaching aids, explanations of mathematical concepts and making discussion with pupils. Besides, and surprisingly, CE student teachers had better PCK than BEd student teachers and CE student teachers also improved more than BEd student teachers in AMT by comparing their Pre- and Pro-TP AMT scores. These findings have important implications for the design of teacher training programmes and teaching effectiveness in mathematics. It is recommended that similar research be replicated for secondary student teachers, full time kindergarten, primary and secondary teachers and with questionnaires written in Chinese if necessary.
Books on the topic "Collective Pedagogical Content Knowledge"
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Gess-Newsome, Julie, and Norman G. Lederman, eds. Examining Pedagogical Content Knowledge. Dordrecht: Kluwer Academic Publishers, 2002. http://dx.doi.org/10.1007/0-306-47217-1.
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Angeli, Charoula, and Nicos Valanides, eds. Technological Pedagogical Content Knowledge. Boston, MA: Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-8080-9.
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Gee, Carrie J. Preservice elementary teachers: Their science content knowledge, pedagogical knowledge, and pedagogical content knowledge. Washington, D.C: Educational Resources Information Center, 1996.
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Uzzo, Stephen Miles, Sherryl Browne Graves, Erin Shay, Marisa Harford, and Robert Thompson, eds. Pedagogical Content Knowledge in STEM. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97475-0.
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Hume, Anne, Rebecca Cooper, and Andreas Borowski, eds. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5898-2.
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Loughran, John, Amanda Berry, and Pamela Mulhall, eds. Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-821-6.
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American Association of Colleges for Teacher Education. Committee on Technology and Innovation., ed. Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Published by Routledge for the American Association of Colleges for Teacher Education, 2008.
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American Association of Colleges for Teacher Education. Committee on Technology and Innovation. Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Published by Routledge for the American Association of Colleges for Teacher Education, 2008.
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Herring, Mary C. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Second edition. | New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315771328.
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New directions in technological pedagogical content knowledge research: Multiple perspectives. Charlotte, NC: Information Age Publishing, Inc., 2015.
Find full textBook chapters on the topic "Collective Pedagogical Content Knowledge"
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Mansfield, Jennifer. "Regarding content knowledge." In Pedagogical Equilibrium, 47–68. First edition. | Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429053573-6.
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Garritz, Andoni. "Pedagogical Content Knowledge." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_203-2.
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Loughran, John, Amanda Berry, and Pamela Mulhall. "Pedagogical Content Knowledge." In Understanding and Developing Science Teachers’ Pedagogical Content Knowledge, 7–14. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-821-6_2.
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Garritz, Andoni. "Pedagogical Content Knowledge." In Encyclopedia of Science Education, 733–36. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_203.
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Rollnick, Marissa, and Elizabeth Mavhunga. "Pedagogical Content Knowledge." In Science Education, 507–22. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_37.
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Lasczik Cutcher, Alexandra. "Collaboration as Individual Learning Event: Collective Consciousness and Shared Practice in the Development of Pedagogical Content Knowledge in Visual Arts Pre-Service Teachers." In Studies in Arts-Based Educational Research, 151–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61560-8_9.
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Mclachlan, Annette. "Enhancing Pedagogical Content Knowledge." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_386-1.
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Watson, Jane, Kim Beswick, and Natalie Brown. "Teachers' Pedagogical Content Knowledge." In Educational Research and Professional Learning in Changing Times, 39–53. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-945-9_3.
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McComas, William F. "Pedagogical Content Knowledge (PCK)." In The Language of Science Education, 71. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_61.
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McComas, William F. "Technological Pedagogical Content Knowledge." In The Language of Science Education, 106. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_95.
Full textConference papers on the topic "Collective Pedagogical Content Knowledge"
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Ramos, David Brito, Ilmara Monteverde Martins Ramos, Alberto Castro, and Elaine Harada Teixeira de Oliveira. "Collaborative Content Construction: A Pedagogical Architecture to support distance education." In Workshop on Advanced Virtual Environments and Education. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wave.2020.212070.
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This work presents a proposal of pedagogical architecture called Collaborative Content Construction, which relies on the collective construction of knowledge through relational pedagogy, supported by the genetic epistemology of Jean Piaget. Pedagogical architectures represent a way of contributing to innovation in the use of technological support in learning. This proposal includes a methodology that simultaneously builds, collectively and interactively, knowledge, and also leads to the development of materials that benefit participants even after the end of the activity, because in addition to learning in the process, we expect resulting learning material to be more attractive to the students since it would be developed by their peers.
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Luiza de Castro Barreto, Ana, Gabrielle Silva de Araújo, Maria Eduarda Ribeiro Galdino, Rayça Gomes Batista, Ana Raquel de Souza Pourbaix Diniz, and Teresa Claudina de Oliveira Cunha. "The Use of Digital Technologies as a Pedagogical Tool for Students with Visual Impairments." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212365.
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This study presents as a problem-question whether the use of the audiobook will provide the visually impaired person with the condition to adhere, take ownership, make individual and collective use ofnew technologies, these human creations whichrepresent the possibility of an increasingly growing mastery of information never imagined and its new ways of use.Within this context, the research has the following objectives: to analyze the importance of the audiobook as a pedagogical tool, as mediator of reading classes for students with visual impairment; to analyze whether digital technologies can be used to support the teaching and learning process.Regarding tothe approach ofthe problem, the research has a qualitative focus. For data collection, interviews and online questionnaires sent by WhatsApp were used. The research population and sample comprised 13 (thirteen) subjects. To carry out the interviews, several technological resources were used: Google Meet; WhatsApp and cell phone (phone call).Due to the pandemic –Covid 19 and the inevitable social isolation, digital technology was the best option for conducting the research. The interviews were transcribed using theTranscriber for Whatsappand Call Recorderapplications. The study reveals that digital technologies can and should be used to support the process of teaching and learning to students with visual impairments.That the audiobook represents another reading alternative, a complement, a support, with its own attractions, benefiting people with or without disabilities.As from the social representations extracted from the research subjects’speeches, it was possible to see that assistive technologies need to gotogether with the Braille system, called as a literacy technology, a method whichallows the visually impaired to read and write without intermediation, in other words, the person has direct contact with the text.
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Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.
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The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.
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Scheiner, Thorsten. "Problematizing Pedagogical Content Knowledge." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429187.
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Ohrndorf, Laura, and Sigrid Schubert. "Measurement of pedagogical content knowledge." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532758.
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Dietz, Dieter, Aurélie Dupuis, Julien Lafontaine Carboni, and Darío Negueruela Del Castillo. "A Performative Threshold Between Teaching Research and Practice: Atlas Poliphilo as Scaffold." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.65.
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Hunches allow us to navigate in a trans-scalar world. Without them, teachers, researchers and practitioners would be left aimless.Hunches relate to the embodied and synthetic nature of the knowledge we produce, but also to its unfolding. Instead of denying importance of hunches or minimizing their impact, can we imagine to build a more apt framework for the kinds of encounters and negotiation they facilitate? Shall we do it within pre-existing academic and practical knowledge? Can we set up a pedagogical experience that sets a time and space to collectively integrate and share hunches, to experiment with them and to ultimately operationalize them in designerly or scientific manners? In this paper, we introduce and discuss our experience with Atlas Poliphilo, an experimental studio that runs its second iteration during the spring semester 2019. Neither a design studio nor a seminar, the Atlas sets up a framework for collaborative enquiry that further elaborates on them. The course gathers students from civil and environmental engineering together with students of architecture, and landscape architecture to work collaboratively for one semester. This experience is framed in our work on new visions for the trans-border Greater Geneva as one of the selected teams aiming at tackling its current social, economic and environmental challenges and constructing a framework to think and discuss its growth in the next 35 years.This interdisciplinary course addresses an alternative of perceiving and integrating the constitutive complexity of the territory and the intertwined trajectories of all its different agents. Departing from the situated experiences of the students within a given site of exploration, the course aims at carefully unfolding their many dimensions – the relational and performative aspects of involvement, bodily experience, environmental context and objects, individual and collective cultural frames – allowing to experiment with them and to render them explicit. This is grounded on the conviction that an ability to affect is reciprocated by a capacity of being affected.
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Deshmukh, Narendra, and Vinita Shrouty. "Enhancing Teaching Skills among Pre-Service Teacher through TPACK Framework." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7171.
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Studies have indicated that teachers are not efficiently trained in the use of technology. Though various learning technologies have become available in schools, teachers are not using them for instructional purposes. Hence the researchers developed a programme for improving the knowledge of the Technological Pedagogical Content Knowledge (TPACK) of pre-service teachers in a college of education in Maharashtra, India. The purpose of this study was to conduct an experimental study of the use of TPACK intervention programme in updating TPACK of pre-service teachers. The study employed a single group pre-training and post-training quasi-experimental design methodology for collecting quantitative data from a sample of 42 Pre-service teachers who were the purposive sample for the study. Data was collected using survey questionnaires, interviews and lesson plans. The study found Statistical significant differences between the scores of pre and post tests. The results indicated significant improvement among pre-service teachers’ TPACK. These results suggest that opportunities should be created for pre-service teachers to get acquainted with the TPACK framework during their lesson planning and practice. Further investigation will also help us to understand more about how we can help our future teachers to develop micro-teaching skills using the TPACK framework to plan and implement their lessons effectively.
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Motsoeneng, Molefi. "UNPACKING PEDAGOGICAL CONTENT KNOWLEDGE AND CONTENT KNOWLEDGE: ASSESSING TECHNICAL VOCATIONAL EDUCATION TRAINING COLLEGE LECTURERS’ PEDAGOGICAL CONTENT KNOWLEDGE ON TOPIC SPECIFIC KNOWLEDGE." In ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202161.
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Komar, Meir. "FROM PEDAGOGICAL CONTENT KNOWLEDGE TO PEER CONTENT OBSERVATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0575.
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Yadav, Aman, Marc Berges, Phil Sands, and Jon Good. "Measuring computer science pedagogical content knowledge." In WiPSCE '16: 11th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2978249.2978264.
Full textReports on the topic "Collective Pedagogical Content Knowledge"
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Wood, Christopher. Origin and Use of Pedagogical Content Knowledge: A Case Study of Three Math Teachers and Their Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2953.
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.
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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Anayatova, Dilraba, Marina Basu, Saiarchana Darira, Andrew Freiband, Devynn Glanz, Atota Halkiyo, Setrag Hovsepian, et al. Turn it around! An education guide to climate futures. Mary Lou Fulton Teachers College, May 2022. http://dx.doi.org/10.14507/oge-tia.
Full textAbstract:
Building on the scientific evidence and keeping in focus policy promises made over the decades, this report mobilizes the power of socially engaged art to bring together visions and voices of youth from across the globe in a collective effort to address the root causes of the climate crisis. It starts with the premise that education is directly implicated in the climate crisis and our failure to imagine alternatives. But it can also be the catalyst for radical change. Aiming to shift and shuffle the dominant knowledge systems and categories with the cards from the Turn It Around! deck, this report urges you to turn toward the reality of the climate crisis by capturing its devastating impacts from youth perspective in a way statistical data might not. It challenges existing education policies, practices, and patterns as no longer possible, tolerable, or even thinkable. With the powerful imagination and creativity of youth, the report activates a series of turning points — intergenerational, decolonial, methodological, and pedagogical — in order to turn around the environmental catastrophe, while reconfiguring the role of education toward ecologically just and sustainable futures.
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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA, and N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, March 2022. http://dx.doi.org/10.12731/er0543.17032022.
Full textAbstract:
Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, January 2023. http://dx.doi.org/10.18235/0004685.
Full textAbstract:
It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher re- cruitment does not have negative effects on the quality of the education workforce.
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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.
Full textAbstract:
The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.