scholarly journals Investigating the effect of question-driven pedagogy on the development of physics teacher candidates’ pedagogical content knowledge

2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Davor Egersdorfer ◽  
Murugan Vinayagam
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Pedagogical Content ◽  
Physics Teacher

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2018 ◽  
pp. 1512-1541
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

Enhancing pedagogical content knowledge for STEM teaching of teacher candidates through lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kornkanok Lertdechapat ◽  
Chatree Faikhamta
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Cooperating Teacher ◽  
Content Type ◽  
Pedagogical Content ◽  
Negative Case ◽  
And Mathematics ◽  
Stem Teaching

PurposeThis study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology, engineering and mathematics (STEM).Design/methodology/approachA multiple case study design was undertaken using the social-constructivist paradigm. The authors explored similarities and differences within and among four cases of teacher candidates who collaborated with a cooperating teacher and a university mentor. The data were collected from field observations, post-lesson discussions and follow-up interviews; it was then content analyzed and validated using negative case analysis.FindingsLearning from post-lesson discussions within their own LS clusters, including a teacher candidate, his/her cooperating teacher and university mentor, could help teacher candidates develop their PCK for STEM, rather than gain experience through several rounds of LS engagement. The foci of post-lesson discussions, which were discussed by each LS cluster the most, were students' context, teaching and STEM prototypes, while knowledge of instructional strategies for teaching STEM was mostly related to the previously mentioned foci. Teacher candidates' confidence in teaching STEM lessons seemed to improve when they designed and discussed the overall lessons with their LS clusters.Originality/valueThe STEM-specific LS model was proposed to support the exploration of the struggles and successes of student learning before designing the purpose of the LS and enacting its phases; the implementation of LS could be the tool for enhancing teacher candidates' PCK for STEM teaching.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2015 ◽  
pp. 493-520 ◽  
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy C. Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2016 ◽  
pp. 915-943
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy C. Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

Pedagogical Content Knowledge (PCK) Ability of Indonesian Language Teacher Candidates

2019 ◽  
Vol 18 (10) ◽  
pp. 248-262
Author(s):  
Muh. Ihsanudin ◽  
M. Yoga Oktama ◽  
Yakub Nasucha ◽  
Laili Etika Rahmawati ◽  
Muhammad Fakhrial Aulia ◽  
...  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Language Teacher ◽  
Pedagogical Content
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