scholarly journals Age is Not Just a Number: Perceptions of Pedagogical Content Knowledge, Transformational Teaching, Student-Professor Engagement in Learning, and Deep Learning in the Graduate Classroom

2020 ◽  
Vol 3 (1) ◽  
pp. p40
Author(s):  
Jennifer Economos, Ed.D. ◽  
Albert Inserra, Ed.D.
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Graduate Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
The United States ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Teaching Student ◽  
Transformational Teaching

Graduate students in higher education need pedagogical strategies that prepare them with knowledge and critical thinking for their careers. Research conducted in this area concluded that teaching students how to integrate knowledge into the real-world continues to be a challenge for educators across various disciplines in higher education. While scholars have studied effective teaching practices for decades, a broad definition has not been determined. Graduate students’ perceptions of professor pedagogical content knowledge, transformational teaching, student deep learning, and age were compared to determine the behaviors that influence deep learning in business and education programs in the United States and internationally. A survey was administered to 137 students. Findings show that non-traditional learners did not feel as strongly about individualized consideration as traditional learners. The findings suggest that graduate students perceive humor, learning struggles, and relatable content differently.

scholarly journals The Finnish Product Development Teachers’ Perceptions of their Pedagogical Content Knowledge in Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 609-618
Author(s):  
Elina Mäkelä ◽  
Petra Auvinen ◽  
Tero Juuti
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Product Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Curriculum Design ◽  
Teacher Interviews ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge Based

AbstractThe paper concerns the Finnish product development teacherś perceptions on their pedagogical content knowledge in higher education settings. The aim is to describe and analyse what kind of pedagogical content knowledge the teachers have and, therefore, to provide a better understanding of the type of knowledge unique to product development teaching. The model of pedagogical content knowledge used here includes the components of product development content knowledge, pedagogical knowledge and pedagogical content knowledge. Based on seven teacher interviews, the main content knowledge concerns the process of product development, its different phases and methods as well as the usage of different software programs. The teachers use diverse teaching methods and their attitude towards educational technology is mostly positive. Course learning outcomes and working life are acknowledged when planning teaching, but only a few teachers take curriculum into account and participate in curriculum design. Even though the teachers use different evaluation methods in teaching, new ways of evaluation are needed. This may be something that innovative educational technology tools can make possible.

The development of a tool for measuring graduate students' topic specific pedagogical content knowledge of thin layer chromatography

2016 ◽  
Vol 17 (4) ◽  
pp. 700-710 ◽  
Author(s):  
L. V. A. Hale ◽  
J. C. Lutter ◽  
G. V. Shultz
Keyword(s):  
Graduate Students ◽  
Thin Layer ◽  
Pedagogical Content Knowledge ◽  
Thin Layer Chromatography ◽  
Content Knowledge ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teaching Expertise ◽  
Pedagogical Content ◽  
Layer Chromatography

Graduate students play a critical role in undergraduate education at doctorate granting institutions; but generally have minimal opportunity to develop teaching expertise. Furthermore, little is known about how graduate students develop teaching expertise in this context. We investigated the development of topic-specific pedagogical content knowledge among chemistry graduate student teaching assistants (GTAs). Thin layer chromatography was selected as the topic of investigation because undergraduate students encounter it throughout organic chemistry lab and it is connected to several foundational chemistry topics. An instrument was developed to measure both content knowledge (CK) and pedagogical content knowledge (PCK) of thin layer chromatography for GTAs with a range of teaching experience. Data from the test instrument were transformed using the Rasch model and statistically analysed. Our analysis showed that graduate students at all levels of experience performed well on content knowledge questions, but even experienced GTAs demonstrated low levels of pedagogical content knowledge. Importantly, experienced GTAs demonstrated a greater proficiency than novice GTAs, which suggests that pedagogical content knowledge is developed over time.

Improving Initial Teacher Education in Australia

2018 ◽  
pp. 50-71
Author(s):  
Glenn Finger
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Initial Teacher Education ◽  
Pedagogical Content ◽  
Innovation Fund ◽  
The Future

Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

Improving Initial Teacher Education in Australia

2018 ◽  
pp. 45-66
Author(s):  
Glenn Finger
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Initial Teacher Education ◽  
Pedagogical Content ◽  
Innovation Fund ◽  
The Future

Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

Unpacking graduate students’ knowledge for teaching solution chemistry concepts

2019 ◽  
Vol 20 (1) ◽  
pp. 258-269 ◽  
Author(s):  
Jacob C. Lutter ◽  
Lillian V. A. Hale ◽  
Ginger V. Shultz
Keyword(s):  
Graduate Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Critical Role ◽  
Teaching Experience ◽  
Undergraduate Curriculum ◽  
Solution Chemistry ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Laboratory Courses

Graduate students play a critical role in undergraduate education at doctoral-granting institutions and yet their training is often brief and overgeneralized. Little is known about how they develop knowledge for teaching chemistry in this context. To further understand how graduate students develop knowledge for teaching, we used a questionnaire to measure pedagogical content knowledge of solution chemistry concepts. These concepts are revisited frequently in the undergraduate curriculum, particularly in laboratory courses where graduate students commonly teach. Questions were included to measure both the pedagogical content knowledge and content knowledge of graduate students with a range of teaching experience. Analysis revealed that graduate students’ content knowledge is stronger than their pedagogical content knowledge, which increases modestly with teaching experience. Interviews were performed with a subset of respondents to determine whether they interpreted the questions as intended and the source of knowledge they used in responding. The interviews revealed that graduate students relied heavily on their own experience as students rather than direct experience teaching solution chemistry concepts.

Teaching assistants' topic-specific pedagogical content knowledge in1H NMR spectroscopy

2018 ◽  
Vol 19 (3) ◽  
pp. 653-669 ◽  
Author(s):  
M. C. Connor ◽  
G. V. Shultz
Keyword(s):  
Nmr Spectroscopy ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Assistants ◽  
Teaching Experience ◽  
The United States ◽  
Chemistry Teaching ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
H Nmr

Nuclear magnetic resonance (NMR) spectroscopy is an essential analytical tool in chemistry, and the technique is routinely included as a topic across the undergraduate chemistry curriculum. As a result of NMR's importance, classroom instruction of this topic has received considerable attention in chemistry education research. However, little is known about instructors’ knowledge for teaching this topic. In order to better understand this knowledge, we investigated topic-specific pedagogical content knowledge in1H NMR spectroscopy among 20 chemistry teaching assistants at a large Midwestern university in the United States. A questionnaire was developed to provide an inferential measure of content knowledge and topic-specific pedagogical content knowledge in1H NMR spectroscopy for participants with a range of teaching experience. Data from the questionnaire were analyzed qualitatively and quantized using a rubric. The quantitative data were transformed using the Rasch model and statistically analyzed. Results from these analyses indicate that pedagogical content knowledge increased with teaching experience in1H NMR spectroscopy, suggesting that knowledge for teaching this topic is developed through practice. Additionally, the development of pedagogical content knowledge was found to depend upon content knowledge required for specific NMR sub-topics and problems. This finding suggests that the ultimate “grain-size,” or domain-specificity, of pedagogical content knowledge may extend to the problem level. Results from this study have implications for how instructors may cultivate knowledge for teaching NMR spectroscopy, as well as for how pedagogical content knowledge may be more effectively incorporated into instructor training programs.

scholarly journals A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic

2022 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Gladys Khoza Nomfundo
Keyword(s):  
Higher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Online Teaching And Learning ◽  
Pedagogical Content ◽  
Effective Pedagogy

This paper reviews the literature on the effective pedagogy for online teaching and learning at Higher Education Institutions throughout the world during the COVID-19 pandemic. The global higher education system has been severely hampered by the COVID-19 pandemic. The sudden and enormous desire for previously face-to-face academic disciplines to be delivered online has posed a unique challenge. Online teaching and learning necessitate a certain level of technological pedagogical content knowledge for effective pedagogic strategies, which are primarily concerned with planning and arranging for better learning opportunities and creating distinct learning environments through the use of digital technology. The effectiveness of lesson delivery with technology integration is characterized as technological pedagogical content knowledge. It is a significant application in all aspects of learning that are necessary for the teaching and learning process. Consequently, this theoretical paper proposes a conceptual model for comprehending the link between effective pedagogy and technological pedagogical content knowledge, both of which result in students' academic performance in an online teaching and learning context. This theoretical paper recommends that Higher Education Institutions have fundamental technological infrastructure and equip educators and students with advanced technologies applicable to online teaching and learning platforms, which is consistent with an Online Collaborative Learning theory. Educators must also be able to effectively use digital technology systems to deliver online lessons. According to this model, Higher Education Institutions will benefit through providing students with essential technical skills that today's employers require and ensuring that universities around the world remain competitive.

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