Pre-service chemistry teachers’ pedagogical content knowledge for integrated STEM development with LESMeR model

2020 ◽  
Vol 21 (4) ◽  
pp. 1063-1082
Author(s):  
Sevgi Aydin-Gunbatar ◽  
Betul Ekiz-Kiran ◽  
Elif Selcan Oztay
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Integrated Science ◽  
Integrated Stem ◽  
Stem Disciplines ◽  
Stem Development ◽  
And Mathematics ◽  
Research Based Practices

This study aimed to examine pre-service teachers’ (PST) personal and declarative pedagogical content knowledge (PCK) for integrated science, technology, engineering, and mathematics (STEM) through a 13 week training course. A new model based on research-based practices was proposed. The model includes Learn, Experience, Study with Mentors, and Reflection on own development and learning, and the acronym LESMeR has been coined as the name for this model. The data were collected through Content Representation (CoRe) as pre- and post-lesson plans, semi-structured interviews conducted after the training, and reflection papers written on a weekly basis. Inductive and deductive data analyses were employed. Results revealed that all participants started the training with a topic-specific PCK (PCK A). None of the participants’ pre-CoRe included essential features of integrated STEM. However, after the training, eight participants were able to balance among STEM disciplines, and integrated at least two STEM disciplines; this was coded as PCK for integrated STEM (PCK C). Five PSTs showed PCK for integrated STEM development to some extent but they were unable to achieve balance among STEM disciplines; this was coded as transitional PCK (PCK B). Results revealed that PCK for integrated STEM development requires considerable time and support. Implications are provided for integrated STEM education.

scholarly journals Interconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebra

Mathematics ◽  
2021 ◽  
Vol 9 (20) ◽  
pp. 2542
Author(s):  
Diana Vasco-Mora ◽  
Nuria Climent-Rodríguez ◽  
Dinazar Escudero-Ávila
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Linear Algebra ◽  
Classroom Practice ◽  
Structured Interviews ◽  
Classroom Performance ◽  
Pedagogical Content ◽  
University Teachers ◽  
Video Recordings ◽  
Learning Capabilities

The aim of this study is to deepen our understanding of the practice of a lecturer in linear algebra by exploring the connections he makes between his content knowledge and his pedagogical content knowledge while working on the topic of matrices. Data were collected through video recordings of his classes and semi-structured interviews, and were analysed with the Mathematics Teacher’s Specialised Knowledge model. Instances of classroom performance, supported by the teacher’s own affirmations, provided evidence relating to the categories comprising the model, and enabled us to establish connections between the lecturer’s knowledge, his understanding of his students’ learning capabilities, and his knowledge of teaching mathematics, which together account for his classroom practice: the use of varied examples to introduce new content, the highlighting of the most salient aspects of the topic, and alerts about potential errors and difficulties. The contribution that these results could make to the training of university teachers, which would be done with the knowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen other elements of their pedagogical content knowledge. The interconnections between areas of knowledge identified by the study also serve to validate the usefulness of a theoretical model for studying teachers’ knowledge.

scholarly journals The development of pedagogical content knowledge of a mathematics teaching intern: the role of collaboration, curriculum, and classroom context

2005 ◽  
Author(s):  
◽  
Bridgette Bond Almond Stevens
Keyword(s):  
Pedagogical Content Knowledge ◽  
Instructional Strategies ◽  
Content Knowledge ◽  
Mathematics Teaching ◽  
Mathematics Classroom ◽  
Essential Elements ◽  
Classroom Context ◽  
Structured Interviews ◽  
Pedagogical Content

In this study I examined the role of collaboration, curriculum, and the classroom context in the development of pedagogical content knowledge of a mathematics teaching intern. Additionally, I investigated the nature of the collaborative process between the teaching intern and his mentor teacher as they collaborated on action (during structured planning time) and in action (while students were present). The teaching internship resided in a seventh-grade mathematics classroom during the teaching of a probability unit from a standards-based curriculum, Connected Mathematics Project. Using existing research, a conceptual framework was developed and multiple data sources (audio taped collaborations, observations of the intern's teaching practices, semi-structured interviews, and a mathematics pedagogy assessment) were analyzed in order to understand the teaching intern's development of knowledge of instructional strategies, knowledge of student understandings, curricular knowledge, and conceptions of purpose for teaching probability.Results identified numerous dilemmas related to planning and implementing instruction. Although the teaching intern developed pedagogical content knowledge, he often experienced difficulty accessing it while teaching. Through collaboration, curriculum, and the classroom context, the teaching intern learned to incorporate his pedagogical content knowledge in instruction. Analysis revealed that as he gained new knowledge he was able to shift his focus from content to the use of instructional strategies for teaching and learning. The curriculum was the primary focus of collaboration and initiated the intern's examination of the learning-to-teach process. Collaboration on action and collaboration in action proved to be essential elements in the development of pedagogical content knowledge.

scholarly journals The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education

2020 ◽  
Vol 10 (7) ◽  
pp. 170 ◽  
Author(s):  
Luciane F. Goes ◽  
Carmen Fernandez ◽  
Ingo Eilks
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Redox Reactions ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Master's Students ◽  
Pedagogical Content

This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers’ pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK between those in pre-service teacher education and those working as teachers. The sample included four different groups: bachelor’s students, master’s students, graduate teacher trainees, and in-service teachers. Data were collected by an online questionnaire and semi-structured interviews. The online questionnaire was developed based on misconceptions and learning difficulties regarding redox reactions. Sixty-two participants answered the questionnaire and the interviews were carried out with twelve participants. The results revealed that teaching experience makes a difference. Pre-service teachers described quite traditional and content-focused approaches while experienced teachers emphasized the application of the content. Experienced teachers showed a more developed repertoire of instructional strategies. Participants differed also in their knowledge about learners and the curriculum. Concerning assessment, practices were at a quite general pedagogical knowledge level and not domain-specific. Although teacher education in Germany includes several chances for internships, it is suggested that central aspects of teachers’ PCK start to develop and settle only when they begin to work as teachers. To avoid perpetuating traditional practices, investment in continuous professional development is needed.

scholarly journals Exploring Online Teachers’ Pedagogical Content Knowledge in Business English Teaching: A Hermeneutic Study

2021 ◽  
Vol 4 (4) ◽  
pp. 71-81
Author(s):  
Ana Mariel A. Moreno ◽  
Constantino T. Ballena
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
The Philippines ◽  
Business English ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
English Teaching ◽  
Online Teachers ◽  
Online Business

This study explored the online Business English teachers’ pedagogical content knowledge (PCK) to understand its essence in Business English teaching.  It sought to uncover what they thought about PCK in Business English lessons and how they developed their PCK as they engaged themselves in the everyday teaching of Business English. Hermeneutic phenomenology was employed since the purpose of the study concerns the reflection and interpretation of the online Business English teachers' experiences. The participants of the study were six online Business English teachers from one ESL Company in the Philippines catering to business professionals. They were chosen through homogeneous purposive sampling. The data collection included in-depth interviewing following semi-structured interviews and observations to gather rich descriptions of the participants' reflection and interpretation of their experiences. The data were analyzed using the six-step data analysis of Smith et al. (2021) due to the interpretive nature of the study. The results of the analysis revealed that the online Business English teachers thought of PCK as knowledge of strategizing, knowledge of Business English as the language in the workplace, and knowledge of Business English being distinct from General English. Additionally, the findings reported that teachers developed their PCK through several sources such as their encounter in the field, growth processes, and perceived need for further PCK development in Business English teaching. A creative synthesis captures the essential themes. Despite the online Business English teachers’ patent consciousness of their PCK in Business English, they still demonstrated the need to be exposed more to the business field and broaden their knowledge of business phrases and expressions.  Teacher interaction with various types of students, and feedback from senior colleagues helped develop and widen their PCK in Business English.

scholarly journals Development of Teachers’ Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues

2021 ◽  
Vol 4 (2) ◽  
pp. 113-165
Author(s):  
Zachary Minken ◽  
Augusto Macalalag, Jr. ◽  
Andre Clarke ◽  
Lisa Marco-Bujosa ◽  
Carol Rulli
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Socioscientific Issues ◽  
Lesson Plans ◽  
Development Programs ◽  
Multiple Perspectives ◽  
Pedagogical Content ◽  
Research Questions ◽  
And Mathematics ◽  
Additional Support

This case study addresses the pedagogical challenges teachers face in incorporating elements of socioscientific issues (SSI) when planning science and mathematics lessons. In order to effectively plan and teach SSI lessons, teachers must develop pedagogical content knowledge (PCK) specific to unpacking elements of SSI such as identifying an issue that is debatable and relevant to students’ lives, employing reflective scientific skepticism, and evaluating multiple perspectives. This study was guided by the following research questions: 1) In what ways, if any, did teachers’ knowledge and instructional design of SSI change throughout the intensive series of workshops? 2) What areas of SSI required additional support? To answer our research questions, we analyzed changes in lesson plans from 29 teachers, mostly science and secondary, over the course of three intensive workshops as part of the Integrating STEM in Everyday Life Conference Series. Over the five month period, teachers worked in groups and with mentors to design and implement SSI lessons. Our findings show that teachers demonstrated positive changes in all SSI elements over the course of the workshops. However, deeper analysis reveals that teachers struggled to balance the social and scientific aspects of SSI. Moreover, our analysis suggests that teachers did not focus on the discursive nature of SSI in their lesson plans. Implications of our study include ways in which professional development programs can cultivate teachers’ PCK of SSI in order to better support them in planning and implementing SSI lessons.

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