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Educational Studies in Mathematics - The multi-faceted nature of mathematics knowledge for teaching, including pedagogical content knowledge (PCK), has been studied widely in elementary classrooms,... 相似文献
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Kay A. Chick 《Early Childhood Education Journal》1996,23(3):149-151
Too often, guidelines for quality child care emphasize the physical site, the equipment, safety, and the staff-child ratio.
However, to ensure high-quality child care for our children, the personal and professional attributes of quality caregivers
must be considered. The most important caregiver attributes are discussed, as one mother describes her search for child care. 相似文献
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The notion of pedagogical content knowledge (PCK) was posited in the context of school teaching and the knowledge used by teachers teaching school students. It has been examined for a number of discipline areas, notably mathematics. There are, however, other teaching contexts, including those of teacher educators, whose students are pre-service teachers (PSTs). The content these teacher educators teach is not subject discipline knowledge (or not solely), but the PCK for teaching a subject discipline. What knowledge do teacher educators use as they teach PCK? This paper presents a framework for the PCK required of mathematics teacher educators as they work to develop PSTs’ PCK for teaching mathematics. The framework builds on existing research into PCK and categorises aspects of the work of teacher education. The framework’s usefulness is examined by studying the PCK used by the first author in building PSTs’ understanding of mathematics teacher PCK. 相似文献
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Janet E. Dyment Helen L. Chick Christopher T. Walker Thomas P. N. Macqueen 《Journal of Adventure Education & Outdoor Learning》2018,18(4):303-322
This theoretical paper examines the concept of pedagogical content knowledge (PCK) and explores how it might contribute to conversations around quality teaching and learning in outdoor education. This paper begins by summarizing the historical and contemporary literature, including issues of definitions, curriculum, content, and pedagogy in outdoor education. We then review the concept of PCK, its history, and contributions to other subject areas, including mathematics. We present a framework for PCK from the field of mathematics education and propose a 'modified' PCK framework for outdoor education. We postulate that this framework might help articulate knowledge areas needed by a teacher of outdoor education, and how these differ from and are similar to those required in other subject areas. We conclude by exploring how the idea of PCK and the modified framework might add to existing understandings of what it means to provide high quality outdoor education teaching and learning experiences. 相似文献
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Kay A. Chick Rose Ann Heilman-Houser Maxwell W. Hunter 《Early Childhood Education Journal》2002,29(3):149-154
Research has shown that gender role development is socially constructed and learned from birth. In this study, the impact of child care and the interactions that take place there are examined, with a focus on gender behavior and stereotypes. Observation data and analysis are presented. Themes representing gender stereotypes and the breaking of gender barriers are examined, and the role that caregivers can play in the fostering of gender-fair behaviors is discussed. 相似文献
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Helen L. Chick Robyn Pierce 《International Journal of Science and Mathematics Education》2012,10(2):339-362
It is widely held that context is important in teaching mathematics and statistics. Consideration of context is central to
statistical thinking, and any teaching of statistics must incorporate this aspect. Indeed, it has been advocated that real-world
data sets can motivate the learning of statistical principles. It is not, however, a straightforward task to take a real-world
example and incorporate it into a lesson that will teach important statistical principles. This paper considers issues involved
in using real data to exemplify statistical ideas and examines pre-service teachers’ attempts to design teaching activities
using such data. Pre-service teachers were supplied with a topical data set and asked to plan lessons that would teach some
key statistical idea to year 6 students. The lessons were analysed using a hierarchy for teaching statistical literacy, and
great variation was found in the level of statistical thinking demanded in the planned lessons. Teachers who had completed
a preliminary activity helping them to think carefully about what might be taught from real data in general produced lessons
with stronger statistical content. A key requirement for having lessons with deep consideration of statistical ideas is to
identify the actual affordances for teaching contained within a data set; the planning process then benefits from explicit
attention to making that content evident in the teaching activities. 相似文献
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Anne Chick Emmanuel Etsename 《The International Journal of Art & Design Education》2019,38(1):110-124
This research was a co‐creation and co‐assessment exercise between the researchers, participating printmaking and weaving academics and their students in a Nigerian university. The poor technical resources and increasingly large student groups in the design department, which severely hampers the delivery of an effective education, were addressed. The academics were supported to learn how to create their own instructional videos for their students, demonstrating identified designer‐maker skills and how to use required equipment. These academics are now empowered and have the knowledge to produce their own instructional videos without professional assistance. This is also irrespective of their previous experiences of using video equipment and developing video content. 相似文献
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In recent years the educational policy environment has emphasised data-driven change. This has increased the expectation for
school personnel to use statistical information to inform their programs and to improve teaching practices. Such data include
system reports of student achievement tests and socio-economic profiles provided to schools by various state education departments’
data services. This paper reports on a pilot study that explored factors affecting Mathematics and English teachers’ intentions
to engage with the statistical data their schools receive and to consider these data when making decisions about their teaching
practices. It was found that most teachers perceived that such data identify weak students and some teachers (mostly mathematics
teachers) thought that they can help to identify curriculum topics that need attention. Most teachers felt that the reports
were not easy to understand. Confidence in dealing with statistical data was a problem for many teachers, but especially for
English teachers. 相似文献