Gotowa bibliografia na temat „Pedgogical content knowledge”

In Principles and Standards for School Mathematics (NCTM 2000), the authors describe a vision for school mathematics in which “all students have access to high-quality, engaging mathematics instruction” (p. 3). Students deserve teachers who are knowledgeable about mathematical content, who understand and use a variety of teaching strategies appropriately, who can effectively integrate technology into classroom learning, and who continually progress as professionals. But what kinds of experiences lead to such professionalism?

In Principles and Standards for School Mathematics (NCTM 2000), the authors describe a vision for school mathematics in which “all students have access to high-quality, engaging mathematics instruction” (p. 3). Students deserve teachers who are knowledgeable about mathematical content, who understand and use a variety of teaching strategies appropriately, who can effectively integrate technology into classroom learning, and who continually progress as professionals. But what kinds of experiences lead to such professionalism?

It is argued in this thesis that pedagogical content knowledge is an essential knowledge base for effective teaching, and that its development may not depend on years of experience. The longitudinal study traced the knowledge growth of novice social science teachers, especially pedagogical content knowledge, over their final year of study and first year as practising teachers, and sought to answer the following questions: 1. What is the conceptual structure of effective social science teaching held by preservice and novice teachers? 2. To what extent is pedagogical content knowledge a component of this conceptual structure? 3. What is the importance of pedagogical content knowledge to preservice and novice teachers' conceptions of good practice? The study adopts the theoretical framework of Shulman's (1987) categorization of teacher knowledge. At a minimum, this includes general pedagogical knowledge components of (1)behaviour management, (2) teaching strategies, (3) personal beliefs, and (4)classroom communication; content knowledge; curriculum knowledge; knowledge of learners and learning; knowledge of educational contexts; educational ends, goals, and purposes and values; and, pedagogical content knowledge. The participants were ten preservice teachers in the final year of their Bachelor of Education (Secondary) studies. Four participants were post-graduate students: two held Bachelor of Applied Science degrees; one a Bachelor of Arts; and the other a Bachelor of Behavioural Science degree. Methods used to identify the participants' knowledge bases were a concept map of "effective social science teaching", a Think Aloud Protocol of the concept map, and video stimulated recall based on a lesson taught by the participant. Three sets of data were elicited during the phases of the study; at the end of the first semester in their final year of study; at the conclusion of that year; and after six months of independent teaching. A case study was constructed for each participant using an interpretive approach. The convergence of the data at each phase of the data collection provided the identification of each participant's knowledge base of teaching. The participants' conceptual structures of social science teaching over time indicated both consistency and change over time. Educational ends, goals, purposes and values and knowledge of learners and learning became significant components of the participants' conceptual structures on realization of teaching practice. The data showed that behaviour management was an important component of their conceptual structure of teaching throughout their development as social science teachers. Pedagogical content knowledge was also a consistent focus of participants' conceptual structure and indeed, on realization of independent teaching practice, most participants' pedagogical content knowledge showed greater links to other aspects of effective teaching than previously. The findings of the study indicate that pedagogical content knowledge does not develop only with experience, and that it can exist as a key component of effective teaching at the novice stage of their teaching. The study showed that novice teachers had a substantive as well as a procedural understanding of pedagogical content knowledge, and that they focused more on goals and purposes of learning and knowing the learner after they began teaching practice.

It is argued in this thesis that pedagogical content knowledge is an essential knowledge base for effective teaching, and that its development may not depend on years of experience. The longitudinal study traced the knowledge growth of novice social science teachers, especially pedagogical content knowledge, over their final year of study and first year as practising teachers, and sought to answer the following questions: 1. What is the conceptual structure of effective social science teaching held by preservice and novice teachers? 2. To what extent is pedagogical content knowledge a component of this conceptual structure? 3. What is the importance of pedagogical content knowledge to preservice and novice teachers' conceptions of good practice? The study adopts the theoretical framework of Shulman's (1987) categorization of teacher knowledge. At a minimum, this includes general pedagogical knowledge components of (1)behaviour management, (2) teaching strategies, (3) personal beliefs, and (4)classroom communication; content knowledge; curriculum knowledge; knowledge of learners and learning; knowledge of educational contexts; educational ends, goals, and purposes and values; and, pedagogical content knowledge. The participants were ten preservice teachers in the final year of their Bachelor of Education (Secondary) studies. Four participants were post-graduate students: two held Bachelor of Applied Science degrees; one a Bachelor of Arts; and the other a Bachelor of Behavioural Science degree. Methods used to identify the participants' knowledge bases were a concept map of "effective social science teaching", a Think Aloud Protocol of the concept map, and video stimulated recall based on a lesson taught by the participant. Three sets of data were elicited during the phases of the study; at the end of the first semester in their final year of study; at the conclusion of that year; and after six months of independent teaching. A case study was constructed for each participant using an interpretive approach. The convergence of the data at each phase of the data collection provided the identification of each participant's knowledge base of teaching. The participants' conceptual structures of social science teaching over time indicated both consistency and change over time. Educational ends, goals, purposes and values and knowledge of learners and learning became significant components of the participants' conceptual structures on realization of teaching practice. The data showed that behaviour management was an important component of their conceptual structure of teaching throughout their development as social science teachers. Pedagogical content knowledge was also a consistent focus of participants' conceptual structure and indeed, on realization of independent teaching practice, most participants' pedagogical content knowledge showed greater links to other aspects of effective teaching than previously. The findings of the study indicate that pedagogical content knowledge does not develop only with experience, and that it can exist as a key component of effective teaching at the novice stage of their teaching. The study showed that novice teachers had a substantive as well as a procedural understanding of pedagogical content knowledge, and that they focused more on goals and purposes of learning and knowing the learner after they began teaching practice.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text

Swedish as a school subject has long been debated in Sweden, and ideas concerning its content, role and function in school and society have varied greatly throughout the years. In 1994, there was an upper secondary school reform which resulted in a partial revision of the Swedish subject, including its introduction within a new course and grading system. The Swedish A and B courses became obligatory for all upper secondary students. Other courses in Swedish became largely optional.

This study consists of two levels – a rhetorical and practical level. The rhetorical level deals with understandings and ideas of the Swedish subject and instruction as they are expressed in curricula and course syllabi, as well as with the understandings and ideas expressed by the four teachers in the study. In addition, the external and internal frame factors which underlie this rhetoric are considered. The practical level concerns the four teachers’ concrete Swedish instruction, i.e. the aims and goals, content and working methods which underlie their teaching, as well as the factors which influence, limit and facilitate it.

The aim of the study is to attempt to describe, analyse and understand the role and function of the Swedish subject after the upper secondary school reform of 1994. What ideas do the four teachers express regarding the role and function of the Swedish subject in upper secondary school and society after 1994, and how should these ideas and reasons be interpreted and understood from a more comprehensive, general perspective? How do the teachers represent the Swedish subject in their teaching, i.e. how is their knowledge of subject didactics expressed? These are two central questions in the study. A third central question concerns notions of society and the good citizen implied in the chosen views of the Swedish subject.

The study has two theoretical starting points: subject didactics and curriculum theory. Shulman’s concepts of pedagogical content knowledge and transformation are central to the subject didactics drawn upon here, while frame factor theory and Bernstein’s concepts of “classification” and “framing” are central to the curriculum-theoretical perspective. The perspective of subject didactics deals with the relation between teacher and content, while the curriculum-theoretical perspective deals with the relation between content, individual and society.

This study shows that the teachers’ knowledge of subject didactics is vague.The teachers’ transformation of content in teaching resides to a high degree in an adaptation to the students; the focus is thus not on a transformation and content analysis of the Swedish subject. Further, the teachers have an instrumental approach to the steering documents. A common characteristic among the four teachers, and in Swedish instruction generally, is that a large degree of responsibility is placed on the individual student for their literary and language development. Collective meetings were very infrequent in the teaching of the four teachers in the study.

This study discerns four teacher codes which reflect understandings and ideas of school and education, formed by previous and current material and sociocultural conditions and which the individual teacher has encountered, adopted and reshaped into his/her own. These four teacher codes can be described as closeness and hierarchy, tradition and renewal, vision and reality and the individual and the collective. The teacher codes reveal that the four teachers have relatively similar teaching strategies, whereas their teaching aims, goals and content diverge significantly.

Viewed from the perspective of curriculum theory, it is evident that the teachers emphasise the individual student over the collective. It is a matter of developing one’s thought and personality and of fostering the students to be individual, active members of society. However, this active member of society does not appear to be aware and critically active, but rather a loyal and obedient member of society.