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1.
Maher Z. Hashweh 《Teachers and Teaching》2013,19(3):273-292
A brief review of the history of pedagogical content knowledge reveals various definitions and conceptualizations of the construct, as well as some conceptual problems. A new conceptualization—teacher pedagogical constructions—is offered to address some of the problems associated with PCK. Seven assertions that comprise the new conceptualization are presented, explained and defended. These are: (1) PCK represents personal and private knowledge; (2) PCK is a collection of basic units called teacher pedagogical constructions; (3) teacher pedagogical constructions result mainly from planning, but also from the interactive and post‐active phases of teaching; (4) pedagogical constructions result from an inventive process that is influenced by the interaction of knowledge and beliefs from different categories; (5) pedagogical constructions constitute both a generalized event‐based and a story‐based kind of memory; (6) pedagogical constructions are topic specific; and (7) pedagogical constructions are (or should ideally be) labeled in multiple interesting ways that connect them to other categories and subcategories of teacher knowledge and beliefs. The proposed definition results from a reconceptualization of the nature of PCK as originally proposed, taking the results of major later studies and conceptualizations of PCK into consideration, appropriating new ideas about the structure of memory, and undertaking a reanalysis and presentation of data from a previous study. The article calls for viewing PCK as neither a subcategory of subject matter (subject matter knowledge for teaching) nor as a general generic form of knowledge. It presents a view of PCK as a collection of teacher professional constructions, as a form of knowledge that preserves the planning and wisdom of practice that the teacher acquires when repeatedly teaching a certain topic. Viewing PCK as a collection of TPCs, more precisely defining it, clarifying its relations to other knowledge and beliefs entities, and speculating about its development should facilitate future investigations of PCK. 相似文献
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In this article, a new research model for the study of pedagogical content knowledge (PCK) is presented which aims to improve teacher education. This model called “educational reconstruction for teacher education” (ERTE) represents the framework for an integrative approach to the study of science teachers’ topic specific PCK, which is a largely unexplored field. By integrating the PCK concept, originating in the American Curriculum tradition, into the German (Fach)didaktik tradition, this model adds a new perspective to (Fach)didaktik. This paper, therefore, also aims to clarify the PCK concept and its relation to Fachdidaktik. 相似文献
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Todd Campbell Wayne Melville Dawne Goodwin 《International Journal of Science Education》2013,35(10):1263-1281
ABSTRACTWhile the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade 9 earth science course. Through interviews and observations of one teacher’s classroom across two sequentially taught, this research contests the notion that teachers hold a single way of conceptualising science teaching and learning. In this, we consider if multiple ontologies can provide potential explanatory power for characterising instructional enactments. In earlier work with the teacher in this study, using generic interview prompts and general discussions about science teaching and learning, we accepted the existence of a unitary STO and its promise of consistent reformed instruction in the classroom. However, upon close examination of instruction focused on different science topics, evidence was found to demonstrate the explanatory power of multiple ontologies for shaping characteristically different epistemological constructions across science topics. This research points to the need for care in generalising about teacher practice, as it reveals that a teacher’s practice, and orientation, can vary, dependent on the context and science topics taught. 相似文献
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This study examined how the National Board Certification (NBC) process, especially the portfolio creation, influenced candidate teachers' pedagogical content knowledge (PCK). In a larger sense, this study aimed to construct a better understanding of how teachers develop PCK and to establish ecological validity of the National Board assessments. Qualitative research methods, most notably case study, were utilized. Participants were three high school science teachers who were going thorough the NBC process. Data sources included classroom observations, interviews, teachers' reflections, and researcher's field notes. Data were analyzed using the constant comparative method and enumerative approach. Findings indicated that the NBC process affected five aspects of the candidate teachers' instructional practices that were closely related to PCK development: (a) reflection on teaching practices, (b) implementation of new and/or innovative teaching strategies, (c) inquiry‐oriented instruction, (d) assessments of students' learning, and (e) understanding of students. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 812–834, 2008 相似文献
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In this study, I, the first author as a Thai teacher educator employed self-study as a research methodology to investigate my own understandings, questions, and curiosities about pedagogical content knowledge (PCK) for teaching science student teachers and the ways I engaged student teachers in a field-based science methods course designed to help them to develop their PCK. Qualitative data gathered included: the syllabi, handouts, work submitted by student teachers, student teachers’ journal entries, my journal entries, and video recordings of my classroom teaching. Data were analysed using an inductive process to identify ways in which I attempted to enhance student teachers’ PCK. The contributions of this study are insights generated to help teacher educators think about how to support and develop student teachers’ PCK. Some of these contributions are enhancing teacher educators’ PCK for teaching science teachers, developing PCK for teaching science, and designing a science methods course in science teacher preparation programmes. 相似文献
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学科教学知识(PCK)已经成为国内外教师教育研究的一个热点。但关于藏族初中数学教师的PCK研究还非常少。通过对扎西老师进行问卷调查、垂直平分线的性质2这一课题的两次教学观察及访谈,了解到其PCK现状,以及影响其PCK发展的主要因素,即教育环境、课堂观察与反思能力、学习经历等。 相似文献
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林文生 《西南师范大学学报(人文社会科学版)》2010,(6):61-66
以台湾一所小学的课程与教学发展为例,透过行动后的反思,重新思考校本课程的发展与教师教学知识成长之间的关系。透过这一个案了解老师如何从一个生手教师变成专家教师。这个研究资料的搜集,最主要是透过参与者观察、教师课程设计档案以及教师教学档案的深度分析。研究发现,透过行动中反思以及行动后反思,教师的课程与教学的对话,对于教师教学知识的改变有深刻的影响;教师之间的教学观摩对于教学知识的改变也有显著的效果;家长及学生的意见对老师的教学知识也有深远的影响。 相似文献
8.
Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms 总被引：1，自引：0，他引：1
This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the photosynthesis and heredity instruction of four teachers who were working at the same high school with the same curricular materials. Data sources included classroom observations, semi‐structured interviews, lesson plans, instructional materials, and students' work samples. Data were analyzed through three different approaches: (a) in‐depth analysis of explicit PCK, (b) enumerative approach, and (c) the constant comparative method. Data analysis indicated five salient features of the integration of the PCK components: (a) the integration of the components was idiosyncratic and topic‐specific; (b) Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations were central in the integration; (c) Knowledge of Science Curriculum and Knowledge of Assessment of Science Learning had most limited connection with other components; (d) Knowledge of Assessment of Science Learning was more often connected with Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations than with the other components; and (e) Didactic Orientations toward Teaching Science directed Knowledge of Instructional Strategies and Representations inhibiting its connection with other components. This study highlights that the quality of PCK depends on the coherence among the components as well as the strength of individual components. From a methodological perspective, this study demonstrates the possibility to make PCK more visible and accessible by using a PCK Map, a pictorial representation of the interactions of the PCK components. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 922–941, 2012 相似文献
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学科教学知识(PCK)是教师知识的核心,发展PCK是教师专业发展的重要途径。文章阐述小学科学教师PCK的内涵,即教师为适应不同能力和兴趣的小学生,在将特定科学知识转化为学生易于理解的课堂教学形式时所使用的知识,它由小学科学课程知识、学习者知识、教学策略知识和学习评价知识构成。小学科学教师PCK的发展策略主要有:根据PCK内涵进行反思;加强专业阅读,进一步学习科学知识和科学教育知识;在学习共同体成员的交流中建构PCK。 相似文献
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通过对30所院校的192份本科层次的教师教育专业或师范专业人才培养方案的分析发现,当前师范专业培养人才的类型、胜任工作类型和适于任职单位都呈现出多样化特点;不同培养方案对培养目标和培养规格应该包括哪些内容没有形成一致的意见;培养方案对教师培养的认识存在差异,尤其是对未来教师需要掌握哪些知识、能力、职业道德存在不同的理解,对未来教师是否需要掌握这些内容也有不同的认识;培养方案没有借鉴当前教师培养、教师知识的研究成果。本研究对培养方案的改进提出建议。 相似文献
14.
Heleen Becuwe Jo Tondeur Natalie Pareja Roblin Jeroen Thys Els Castelein 《Educational Research and Evaluation》2016,22(3-4):141-154
ABSTRACTThe goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group discussions with team members and semi-structured interviews with facilitators confirm that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase. Moreover, we found that a facilitator can fulfil three roles in a dynamic way: (a) providing logistic support, (b) scaffolding the design process, and (c) monitoring the design process. The discussion centres on how these results can be used to support facilitators for successful Teacher Design Teams. 相似文献
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PCK情感维度初探 总被引：1，自引：0，他引：1
杨银玲 《宁波教育学院学报》2008,10(5):13-16
自Shulman提出PCK后,其概念不断地丰富和拓展,从PCK到PCKg再发展到TPCK,但是PCK理论对教师情感维度的关注一直很缺失。对于PCK和教师情感的关系,有研究者提出了"情感生态"的概念。情感生态就是教师关于教与学的情感,是教师知识生态系统里不可分割的一部分。情感生态有着不同的水平,与PCK的情感维度形成交叉的关系。情感生态的提出对PCK的研究具有重要的借鉴意义。 相似文献
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The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge. It is shown how a teacher's emotional knowledge about teaching and learning is an inextricable part of the ecosystem of teacher knowledge; this is called emotional ecology. Our research shows that the construct of emotional ecology occurs on different planes as there are different types of emotional knowledge that are aspects of PCK. The implications for pre-service and in-service teacher development are discussed. 相似文献
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Durdane Bayram-Jacobs Ineke Henze Maria Evagorou Yael Shwartz Elin Leirvoll Aschim Silvia Alcaraz-Dominguez Mario Barajas Etty Dagan 《科学教学研究杂志》2019,56(9):1207-1233
The purpose of this study is to provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK-before), (b) lesson reflection form (PCK-after), (c) lesson observation table (PCK-in-action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching. 相似文献
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In comparing content knowledge (CK) and pedagogical content knowledge (PCK) of Taiwanese and German inservice mathematics teachers, the present study examines whether the two-dimensional structure of teachers' subject matter knowledge is cross-culturally invariant and whether differences in teacher education and in teacher selection are reflected in teachers' subject matter knowledge. The results confirm that CK and PCK represent two distinct, but correlated dimensions, even in teachers from completely different backgrounds. Taiwanese inservice teachers showed considerably higher CK and also higher PCK scores than German teachers. Teacher education and teacher selection should be considered important levers for reform in mathematics education. 相似文献
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While pedagogical content knowledge (PCK) has been studied across a wide range of research areas, including science, language teaching and mathematics, there is limited research on the role of PCK in business English (BE) teaching, an important teaching area of English for Specific Purposes. Informed by the conceptual framework of the PCK model for BE teaching, this study examined how four BE teachers integrated the PCK components in their actual classroom teaching in the English as a Foreign Language (EFL) context in China. The analysis of multiple sources of data including classroom observation, semi-structured interviews and teaching materials, identified the different patterns and ways in which the four PCK components (i.e. knowledge of the purposes of BE teaching, knowledge of instructional strategies for BE teaching, knowledge of students’ understanding of BE, and knowledge of the BE curriculum) functioned and were integrated in BE teaching. Implications for BE teaching practice and suggestions for future research on PCK in BE teaching are presented in the paper. 相似文献
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A pre-service teacher's Pedagogical Content Knowledge (PCK) and their personal constructs of teaching develop throughout their teacher education program. PCK integrates generic pedagogical knowledge, mathematical teaching methodology and knowledge of the discipline of mathematics and this paper reports on a survey that can be used to assess a pre-service teacher's PCK. TELPS (Teacher Education Lesson Plan Survey) was developed to determine the PCK of pre-service teachers during their teacher education program. TELPS is shown to analyse pre-service teachers' PCK with some indication that the pre-service teacher's development of PCK can be observed. 相似文献