Дисертації з теми "Collective Pedagogical Content Knowledge"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Collective Pedagogical Content Knowledge".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
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.
Повний текст джерелаPh.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
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.
Повний текст джерелаPh.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
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.
Повний текст джерелаCortelyou, 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.
Повний текст джерелаEd.D.
Doctorate
Education and Human Performance
Education
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.
Повний текст джерелаLux, Nicholas James. "Assessing technological pedagogical content knowledge." Thesis, Boston University, 2010. https://hdl.handle.net/2144/31985.
Повний текст джерелаBuilding 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.
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.
Повний текст джерелаAigner, Brandon T. "Developing Integrated Pedagogical Content Knowledge in Preservice Teachers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591360331428312.
Повний текст джерелаCox, 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.
Повний текст джерелаWong, 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.
Повний текст джерелаFi, Cos Dabiri. "Preservice secondary school mathematics teachers' knowledge of trigonometry : subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy." Diss., University of Iowa, 2003. https://ir.uiowa.edu/etd/4936.
Повний текст джерелаHadjidemetriou, Constantia. "Graphs : pupils understanding and teachers pedagogical content and knowledge." Thesis, University of Manchester, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631233.
Повний текст джерелаGreene, Jonathan K. "Secondary-School Department Chairpersons’ Perceptions of Pedagogical Content Knowledge." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/712.
Повний текст джерелаKieninger, Katherine. "Examining Social Studies Teacher Candidates' Economic Pedagogical Content Knowledge." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627310475354062.
Повний текст джерелаMaxedon, Sandra Jo. "Early childhood teachers' content and pedagogical knowledge of geometry." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280485.
Повний текст джерелаHickey, Ruth L. "The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1216.
Повний текст джерелаHickey, Ruth L. "The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10249.
Повний текст джерелаDANI, DANIELLE E. "THE IMPACT OF CONTENT AND PEDAGOGY COURSES ON SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1086191691.
Повний текст джерелаDani, Danielle E. "The impact of content and pedagogy courses on science teachers' pedagogical content knowledge." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1086191691.
Повний текст джерелаHeywood, Jonathan Paul. "Operationalising technological pedagogical content knowledge in UK teacher professional development." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43071.
Повний текст джерелаMazibe, Ernest Nkosingiphile. "Teaching graphs of motion : translating pedagogical content knowledge into practice." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62885.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
Venesile, Christopher John. "The Acquisition of Pedagogical Content Knowledge By Vocal Jazz Educators." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1278521556.
Повний текст джерелаShahuneeza, Naseer Mariyam. "Algebraic Content and Pedagogical Knowledge of Sixth Grade Mathematics Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2579.
Повний текст джерелаIjeh, Sunday Bomboi. "How competent mathematics teachers develop pedagogical content knowledge in statistics teaching." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24074.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
Sibuyi, Charles Duzephi. "Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/30392.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
Kim, Dae-Jin. "Relationships among content knowledge, pedagogical knowledge, and teaching performance of physical education student teachers." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1231517059.
Повний текст джерелаHarari, Nurit. "Relationships among student teachers content knowledge, experience, pedagogical knowledge, and teaching performance in volleyball /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633517256.
Повний текст джерелаIves, Sarah Elizabeth. "Learning to Teach Probability: Relationships among Preservice Teachers' Beliefs and Orientations, Content Knowledge, and Pedagogical Content Knowledge of Probability." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-11042009-144919/.
Повний текст джерелаAyvazo, Shiri. "Exploring the pedagogical content knowledge of effective teachers in physical education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180112758.
Повний текст джерелаMthethwa-Kunene, K. F. E. "Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43191.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2014.
lk2014
Humanities Education
PhD
Unrestricted
Park, Yee-han. "Primary mathematics teachers' pedagogical content knowledge of the teaching of quadrilaterals." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963481.
Повний текст джерелаOwusu, Kofi Acheaw. "Assessing New Zealand high school science teachers' technological pedagogical content knowledge." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.
Повний текст джерелаPark, Yee-han, and 白綺嫻. "Primary mathematics teachers' pedagogical content knowledge of the teaching of quadrilaterals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963481.
Повний текст джерелаKatsh-Singer, Rebecca. "District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106720.
Повний текст джерелаThe Next Generation Science Standards (NGSS) represent a significant shift in the goals of U.S. science education. Instead of a focus solely on content acquisition, the NGSS aim to engage students in the practices of science. Teachers will require substantial support, in large part from science leaders at the district level, to change their instruction to accomplish this vision. However, little is known about how these leaders conceptualize the NGSS. Therefore, this dissertation utilizes a sensemaking theoretical framework to explore the beliefs and pedagogical content knowledge (PCK) of district science leaders about one of the NGSS science practices, scientific argumentation. Greater understandings of these constructs can aid in designing appropriate supports for district leaders and meeting the challenges of implementing the NGSS. Fifty-three district leaders from states that have adopted the NGSS participated in a survey focused on their beliefs and PCK for argumentation. After the administration of the survey, 10 district leaders who represented a range of states and beliefs were selected for follow-up interviews. These interviews were semi-structured and focused on the same areas of belief as in the survey. The findings from the surveys and interviews indicate that most district science leaders are supporters of the NGSS and believe that scientific argumentation offers important benefits for students. Many leaders referenced one or more of the NGSS science practices in their descriptions of effective science education and asserted that they believe that the NGSS will require teachers in their districts to make substantial changes in their current instruction. However, some leaders also maintained their beliefs in the effectiveness of traditional instructional methods that are not compatible with the NGSS, and few leaders mentioned critique as an essential component of argumentation. In addition, many leaders demonstrated challenges in their PCK for argumentation, specifically related to evidence and reasoning in scientific arguments and the role of critique in dialogical interactions. Therefore, supporting leaders to develop more accurate conceptions and knowledge of the NGSS and argumentation should be a priority for districts nationwide
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Lombaard, Deidré. "Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45870.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
Unrestricted
Kim, Insook. "The Effects of a Badminton Content Knowledge Workshop on Middle School Physical Education Teachers' Pedagogical Content Knowledge and Student Learning." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306910331.
Повний текст джерелаSönnerhed, Wang Wei. "Mathematics textbooks for teaching : An analysis of content knowledge and pedagogical content knowledge concerning algebra in Swedish upper secondary education." Licentiate thesis, Institutionen för pedagogik, kommunikation och lärande, Göteborgs universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-16949.
Повний текст джерелаVokwana, Nonkanyiso Queen. "Development and validation of instruments to assess content knowledge and topic specific pedagogical content knowledge of teachers of organic chemistry." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6634.
Повний текст джерелаMazibe, Ernest Nkosingiphile. "The relationship between teachers' pedagogical content knowledge about electrostatics and learners' performance." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80475.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
PhD
Unrestricted
Reeves, Todd. "Does Content Knowledge Matter for New Teachers?" Thesis, Boston College, 2013. http://hdl.handle.net/2345/3346.
Повний текст джерелаThere is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, and Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to reduce the plausibility of selection threats to internal validity. The study found no evidence for relationships between teacher content knowledge or pedagogical content knowledge and student mathematics and science achievement in fourth and eighth grade. Furthermore, the results indicated no interactive relationships between forms of teacher knowledge and teaching experience, and student achievement in these grades/subjects. The limitations of cross-sectional, observational studies using large-scale data and directions for further research are discussed
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
Cheng, Nga-yee Irene, and 鄭雅儀. "Conceptions of the pedagogical content knowledge: changing experiences of geography student teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244063.
Повний текст джерелаChan, Kam-ho, and 陳錦河. "Experienced teachers' development of pedagogical content knowledge for teaching a new topic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206720.
Повний текст джерелаCotterman, Michelle Elizabeth. "The Development of Preservice Elementary Teachers’ Pedagogical Content Knowledge for Scientific Modeling." Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1253577387.
Повний текст джерелаPugh-Opher, Francesca. "Mandarin Teachers' Experiences Using Technological Pedagogical Content Knowledge in Early Childhood Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7179.
Повний текст джерелаPiper, Silke. "Upper Elementary Teachers' Use of Pedagogical Content Knowledge With Nonfiction Reading Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7178.
Повний текст джерелаPritchard, Keith. "Reflection : a case study assessing the potential of a model of teaching for systematic reflection as revealed by a study of novice and experienced teachers." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271630.
Повний текст джерелаLee, Yun Soo. "The Effects of a Content Knowledge Workshop on Teachers' Pedagogical Content Knowledge and Student Learning in a Soccer Unit in Middle School Physical Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293079656.
Повний текст джерелаAdler, James Douglas. "From campus to classroom : a study of elementary teacher candidates’ pedagogical content knowledge." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42056.
Повний текст джерелаRahman, Fadzilah Abd. "Assessing pre service teachers' pedagogical content knowledge development : the employment of Bricolage approach." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443858.
Повний текст джерелаTambara, Cosmas Toga. "Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.
Повний текст джерелаENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for great concern. This has resulted in different nation-wide intervention programmes that are aimed at improving teacher performance and effectiveness. In this study, the teacher is the focal point of the intervention. Problem-based learning (PBL), which is well-regarded as being one of the best examples of a constructivist learning environment, is introduced to a group of 15 Foundation Phase teachers. The study is an unpacking of the Foundation Phase teachers’ pedagogical knowledge and beliefs regarding, and practices in, the teaching and learning of mathematics, as well as in the use of PBL as a vehicle for the teaching and learning of mathematics. The unpacked knowledge can be used to address the challenges that are related to the improvement of the teaching and learning of mathematics in the Foundation Phase. A combination of qualitative and quantitative research methods, including questionnaires, interviews, lesson observation, and workshops, were used to explore the teachers’ current pedagogical knowledge, beliefs and practices with regard to problem-solving. It was also used to expose the teachers to PBL as an alternative approach to teaching and learning mathematics in the Foundation Phase. The study provides a body of knowledge on the Foundation Phase teachers’ pedagogical knowledge, practices and beliefs regarding the teaching and learning of mathematics in general, and approaches to problem-solving in particular, thus providing insights into some of the factors that might lie behind learner outcomes. Study findings indicate that the majority of teachers’ daily mathematical teaching culture was deep-rooted in the traditional approach (direct transmission). This approach was characterised by the teachers concerned focusing on the following of rules and procedures, and on doing demonstrations on the chalkboard, whereafter the learners were encouraged to practise what they had learned by asking them to do pen-and-paper calculations. The lessons were generally not structured to develop critical thinking and reasoning skills. In instances where the teachers created learner-centred activities that were conducive to the development of such skills, deep-rooted traditional approaches manifested themselves in the way in which the teachers showed the learners how to solve their given problem at the earliest signs of any difficulty in doing so was exhibited by the learners. In so doing, the majority of the teachers, despite initially creating learning opportunities by posing problems to their learners, they soon snatched away the selfsame opportunities from them. This was because they did not allow sufficient time for the learners to grapple with a problem, and to engage in critical thinking. After exposure to PBL, the educators were able to implement PBL so effectively that they could address the problems related to low learner achievement in mathematics, as reflected in the international assessment studies, and in the national systemic evaluations within the current South African context.
AFRIKAANSE OPSOMMING: In hierdie studie is die pedagogiese kennis van Grondslagfase-onderwysers ondersoek ten einde insig te verkry in hulle begrip van die onderrig en leer van wiskunde. Die onderwysers se kennis is ondersoek aangesien dit een van die belangrikste veranderlikes is wat 'n invloed het op dit wat in die klaskamer uitgevoer word. Die ondersoek is onderneem teen die agtergrond dat die algehele prestasie van leerders in die nasionale sistemiese evaluerings en internasionale assesseringstudies uiters swak en 'n bron van groot kommer was. Dit het gelei tot verskillende intervensieprogramme wat gemik is op die verbetering van onderwyserprestasie en -doeltreffendheid. In hierdie studie is die onderwyser die fokuspunt van die intervensie. Probleem-gebaseerde leer (PBL), wat beskou word as een van die beste voorbeelde van 'n konstruktivistiese leeromgewing, is aan 'n groep van 15 onderwysers in die Grondslagfase gebring. Die studie was ‘n poging om nuwe kennis te identifiseer ten opsigte van Grondslagfase-onderwysers se pedagogiese geloof en praktyke in die onderrig en leer van wiskunde, en die gebruik van PBL as 'n middel vir die onderrig en leer van wiskunde – kennis wat gebruik kan word om die verwante uitdagings aan te spreek ter verbetering van die onderrig en leer van wiskunde in die Grondslagfase. 'n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes, wat vraelyste, onderhoude, les-waarneming en werkswinkels ingesluit het, is aangewend om die onderwysers se huidige pedagogiese sienings en praktyke met betrekking tot probleemoplossing grondig te ondersoek en dan voort te gaan om die onderwysers bloot te stel aan PBL as alternatiewe benadering tot onderrig en leer van wiskunde in die Grondslagfase. Die studie het bevind dat die meerderheid van die onderwysers se huidige onderrigkultuur een was wat diep gewortel is in die tradisionele benadering van onderrig en leer van wiskunde (direkte oordrag): dit is gekenmerk deur die onderwysers se onderrig van wiskunde deur te fokus op reëls en prosedures, demonstrasies aan die klas op die swartbord en leerders dan te laat oefen deur pen- en papierberekeninge te doen. Dié het die meerderheid van die onderwysers daagliks gedoen. Lesse is oor die algemeen nie gestruktureer om kritiese denke en beredenering te ontwikkel nie. In gevalle waar die onderwysers leerder-gesentreerde aktiwiteite geskep het wat weens hulle ontwerp bevorderlik is vir die ontwikkeling van kritiese denke en redenasie, het die diepgewortelde, tradisionele benaderings hulself gemanifesteer in die feit dat die onderwysers, met die eerste aanduiding dat die leerders sukkel, hulle te hulp gesnel het en die leerders gewys het hoe om die probleem op te los. Met dié optrede het die meerderheid van die onderwysers aanvanklik leergeleenthede geskep (deur probleme aan hulle leerders voor te hou), maar dit spoedig dan weer weggeraap weens die feit dat hulle nie genoegsame tyd toegelaat het vir hulle leerders om met idees te worstel en deel te hê aan kritiese denke nie. Blootstelling van die opvoeders aan PBL het aan die lig gebring dat opvoeders in die Grondslagfase PBL doeltreffend kan implementeer om probleme rondom lae leerder prestasie in wiskunde aan te spreek wat in internasionale assesseringstudies en in die nasionale sistemiese evaluerings binne die huidige Suid -Afrikaanse konteks weerspieël word.