scholarly journals Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement

2018 ◽  
Vol 8 (3) ◽  
pp. 118
Author(s):  
Sonja Förtsch ◽  
Christian Förtsch ◽  
Lena von Kotzebue ◽  
Birgit Neuhaus
Keyword(s):  
Content Knowledge ◽  
Secondary School Teachers ◽  
Three Dimensional ◽  
Professional Knowledge ◽  
Physical Models ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Quantitative Sample ◽  
High Level ◽  
Positive Effect

Using three-dimensional physical models elaborately in their learning, students can develop high-level understanding of models and modeling in science, thereby attaining higher achievement. However, there are in the literature few indications of how teachers should use three-dimensional physical models in instruction and whether teachers’ professional knowledge is a prerequisite for teaching with elaborate use of models. Therefore, our study used a mixed-methods approach to analyze the effects of biology teachers’ domain-specific pedagogical content knowledge (PCK) and content knowledge (CK) on students’ achievement mediated by elaborate model use (ELMO). Our quantitative sample comprised 36 German secondary school teachers whose lessons on the topic of neurobiology were videotaped twice (N = 72 lessons). Teachers completed professional knowledge tests on their PCK and CK. Students’ achievement was measured using pre- and post-knowledge tests. Our qualitative analysis involved five selected teachers according to aspects of ELMO. The results of our study indicated that teachers’ PCK and CK had no direct effect on students’ achievement. However, teachers’ PCK had a significant indirect and positive effect on students’ achievement mediated by ELMO. The findings of our study can provide teachers and researchers examples of how to implement biology instruction with elaborate use of three-dimensional physical models.

Modeling the Competencies of Prospective Business and Economics Teachers

2015 ◽  
Vol 223 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Kathleen Schnick-Vollmer ◽  
Stefanie Berger ◽  
Franziska Bouley ◽  
Sabine Fritsch ◽  
Bernhard Schmitz ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Professional Competence ◽  
Professional Knowledge ◽  
Specific Model ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Test Instrument ◽  
Parameter Values ◽  
Matrix Design

Despite the important role that teachers’ professional competencies play, domain-specific models of competence as well as established instruments to measure such competencies are lacking (e.g., Blömeke, Zlatkin-Troitschanskaia, Kuhn, & Fege, 2013 ). For this reason, a domain-specific model of competence and an instrument to measure prospective business and economics teachers’ professional competence in the domain of accounting was developed. This article focuses on the measurement of professional knowledge, which is a key facet of teachers’ professional competence. A corresponding test instrument is introduced and its measurement quality is reported. The test instrument used at 24 German universities (N = 1.158) comprises 49 items, distributed among different booklets following a multi-matrix design. All items have well functioning parameter values. In accordance with our hypothesis, a two-dimensional model fits the data best. The reliabilities of .64 (content knowledge) and .64 (pedagogical content knowledge) are satisfying. Thus, the developed instrument allows to gain a detailed understanding of prospective teachers’ professional knowledge in accounting.

scholarly journals Does it Matter What We Measure? Domain-specific Professional Knowledge of Physics Teachers

2018 ◽  
Vol 37 (3) ◽  
pp. 463-480
Author(s):  
Eva Cauet ◽  
Sven Liepertz ◽  
Andreas Borowski ◽  
Hans E. Fischer
Keyword(s):  
Effective Teaching ◽  
Content Knowledge ◽  
Professional Knowledge ◽  
Physics Teachers ◽  
Pedagogical Content ◽  
Cognitive Activation ◽  
Domain Specific ◽  
Multi Level ◽  
Level Analysis

Can we be confident that extensively validated tests for teachers on their professional knowledge actually measure what matters for effective teaching? This study investigated the relations between physics teachers’ domain-specific professional knowledge, students’ cognitive activation – as a measure for the quality of instruction in each of the teachers’ classrooms – and the achievement of their students using multi-level analysis. Neither teachers’ content knowledge (CK) nor their pedagogical content knowledge (PCK) correlated significantly with their support of students’ cognitive activation in the classroom; nor did their professional knowledge explain any variance of student learning gains. While these results have to be interpreted carefully for various reasons, they question in particular the validity of the PCK test, which is dealing with content accepted in the community, but normatively set. Moreover, the findings of this study emphasize the importance of connecting professional knowledge to classroom and student variables in order to prove that what tests measure matters for effective teaching.

A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

2017 ◽  
pp. 406-438
Author(s):  
Louise Yarnall ◽  
Judith Fusco
Keyword(s):  
Community College ◽  
Content Knowledge ◽  
Word Processing ◽  
Problem Definition ◽  
College Instructors ◽  
Specific Content ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Community College Instructors ◽  
Science Community

Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.

A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

2016 ◽  
pp. 253-285
Author(s):  
Louise Yarnall ◽  
Judith Fusco
Keyword(s):  
Community College ◽  
Content Knowledge ◽  
Word Processing ◽  
Problem Definition ◽  
College Instructors ◽  
Specific Content ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Community College Instructors ◽  
Science Community

Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.

scholarly journals Exploring the complexities of describing foundation phase teachers’ professional knowledge base

2015 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Carol Bertram ◽  
Iben Christiansen ◽  
Tabitha Mukeredzi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Knowledge ◽  
Methodological Issues ◽  
Barriers To Learning ◽  
Pedagogical Content ◽  
Kwazulu Natal ◽  
Grade 3 ◽  
Written Test ◽  
The University

The purpose of this paper is to engage with the complexities of describing teachers’ professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers acquired during their two years of study towards the Advanced Certificate of Teaching (ACT). We designed a written test to investigate the professional knowledge that teachers bring with them when they enrol for the ACT, with the aim of comparing their responses to the same test two years later, when they had completed the programme. The questionnaire included questions on teachers’ content knowledge; their pedagogical content knowledge (in particular, teachers’ knowledge about learner misconceptions, stages of learning, and ways of engaging these in making teaching decisions); and their personal knowledge (such as their beliefs about how children learn and barriers to learning). It spanned the fields of literacy in English and isiZulu, numeracy, and general pedagogy. Eighty-six foundation phase teachers enrolled for the ACT at the University of KwaZulu-Natal completed the questionnaire, and their responses pointed us to further methodological issues. We discuss the assumptions behind the design of the test/questionnaire, the difficulties in formulating relevant questions, and the problems of ‘accessing’ specific elements of teacher knowledge through this type of instrument. Our process shows the difficulties both in constructing questions and in coding the responses, in particular concerning the pedagogical content knowledge component for teachers from Grade R to Grade 3.

scholarly journals TECHONOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DALAM RANGKA PENINGKATAN KUALITAS PEMBELAJARAN MAHASISWA PPG SD PRAJABATAN

EDUTECH ◽  
2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Tatat Hartati
Keyword(s):  
Elementary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative ◽  
Teacher Professional ◽  
High Level ◽  
Path Modification ◽  
Technology Pedagogical Content Knowledge

The quality of learning carried out by an educator has not yet received serious attention. This has an impact on the low quality of graduates produced. The core research aims to develop and implement Technology Pedagogical Content Knowledge (TPACK) for participants of the Prajabatan Elementary Teacher Professional Program (PPG). The method used is a combined qualitative and quantitative approach with the R & D method with a 4 D path modification, namely define, design, develop, and disseminate. The subjects in this study were 42 students of Prajabatan Elementary School PPG students who were divided into control and experimental classes. 21 students each. The results of this study are in the form of a literacy and high-level TPACK-based TPACK model and the results of the pretest and posttest scores with a significance value of 0.001 which can be concluded that the TPACK-based literacy model and high-level thinking abilities influence the learning quality of Prajabatan Elementary School students.Kualitas pembelajaran yang dilaksanakan seorang pendidik hingga saat ini belum mendapatkan perhatian yang serius. Hal ini berdampak pada rendahnya kualitas lulusan yang dihasilkan. Penelitian inti bertujuan untuk menyusun dan menerapkan Technology Pedagogical Content Knowledge (TPACK) bagi peserta Program Profesi Guru (PPG) SD Prajabatan. Metode yang digunakan adalah pendekatan gabungan kualitatif dan kuantitatif dengan metode R & D dengan modifikasi alur 4 D, yakni define, design, develop, dan  disseminate  Subjek pada penelitian ini adalah mahasiswa PPG SD Prajabatan yang berjumlah 42 mahasiswa yang terbagi ke dalam kelas kontrol dan eksperimen yang masing-masing berjumlah 21 mahasiswa. Hasil dari penelitian ini adalah berupa model TPACK berbasis literasi dan kemampuan berpikir tingkat tinggi serta hasil perolehan nilai pretest dan postes dengan nilai signifikansi 0.001 yang dapat disimpulkan bahwa model TPACK berbasis literasi dan kemampuan berpikir tingkat tinggi berpengaruh terhadap kualitas pembelajaran mahasiswa PPG SD Prajabatan.

scholarly journals Pedagogical Content Knowledge (PCK) of Geography Teachers’ and its Effect on Self-efficacy and Teacher Effectiveness in West Bengal, India

2017 ◽  
Vol 6 (3) ◽  
pp. 218
Author(s):  
Anujit Patra ◽  
Abhijit Guha
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Effectiveness ◽  
Self Efficacy ◽  
West Bengal ◽  
Survey Method ◽  
Pedagogical Content ◽  
The Status ◽  
Low Levels ◽  
High Level

<em>The present study is concerned with the subject of Geography and its teachers in secondary school. The objective was to find out the status of pedagogical content knowledge (PCK) in Geography teachers and also its effect on Self-efficacy and Teacher effectiveness together. For conducting this study descriptive survey method was employed. The data was collected from 401 Geography teachers of secondary schools of West Bengal. The data was analyzed through SPSS 21. The MANOVA result led to reject the null hypothesis at 0.05 level of significance that there would be no significant multivariate effect for the combined dependent variables of self-efficacy and teacher effectiveness in respect of teachers’ level of PCK in geography with Wilks' Lambda (i.e. Exact Statistic) value of .970, Pillai's Trace value of .030, Hotelling’s Trace value of .031 and Roy's Largest Root value of .031. All the ‘p’ values were less than .05. Post hoc test showed that teachers with high level of PCK in Geography were significantly different from the teachers having moderate and low levels of PCK in geography in their self-efficacy. On the other hand, teachers with high level of PCK were significantly different from the teachers having low levels of PCK in geography in teacher effectiveness. Study also revealed that, teachers self-efficacy is positively related with teacher effectiveness in geography teaching.</em>

A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

2016 ◽  
pp. 324-356
Author(s):  
Louise Yarnall ◽  
Judith Fusco
Keyword(s):  
Community College ◽  
Content Knowledge ◽  
Word Processing ◽  
Problem Definition ◽  
College Instructors ◽  
Specific Content ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Community College Instructors ◽  
Science Community

Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.

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