scholarly journals Finnish graduated physics teachers’ views about their teacher education program – The disparity between the needs and delivery

2020 ◽  
Vol 10 (1) ◽  
pp. 101
Author(s):  
Risto Leinonen ◽  
Markku Haaranen ◽  
Mikko Kesonen ◽  
Mika Koponen ◽  
Pekka E. Hirvonen ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Education Program ◽  
Physics Teachers ◽  
Pedagogical Content ◽  
Physics Teacher ◽  
Knowledge For Teaching ◽  
Professional Needs

In this article, graduated physics teachers’ views about their teacher education program and professional needs are evaluated. With respect to teacher knowledge, Physical Knowledge for Teaching (PKT) framework consisting of six domains related to content knowledge and pedagogical content knowledge was developed based on the framework of Mathematical Knowledge for Teaching. PKT was utilized in the design of a Likert scale instrument that aims to discover teachers’ views concerning these six domains from two separate viewpoints: to what extent the domains were covered in their teacher education program concerning the domains, and how important is that theme for their profession. Results revealed that teachers see that the domains related to common content knowledge and structures of physics have been addressed adequately in their teacher education but characteristics of other domains, such as teaching methods, evaluation, and motivating learners, received less favorable evaluations. With respect to the importance of different domains for teacher profession, teachers valued the importance of every domain of teacher knowledge highly. These findings suggest that the greatest deficiencies in this physics teacher education program lie on addressing pedagogical content knowledge with its various sub-domains. Our PKT framework offers a promising base for evaluating physics teacher knowledge. We suggest that a framework for teacher knowledge should be explicitly introduced for pre-service teachers in their education so that they could evaluate their knowledge and professional needs better.

scholarly journals Fostering TPACK in pre-service physics teachers during the covid-19 pandemic

2021 ◽  
Vol 2104 (1) ◽  
pp. 012006
Author(s):  
S A Putri ◽  
N F Sulaeman ◽  
P Damayanti ◽  
P D A Putra
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Content Knowledge ◽  
Online Teaching ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Physics Teachers ◽  
Pedagogical Content ◽  
Physics Teacher

Abstract The pandemic situation forces the educational system to respond to a variety of issues. During the pandemic, it’s essential to learn more about Technological-Pedagogical-Content-Knowledge (TPACK) and how it can be incorporated into pre-service physics teacher preparation. This qualitative research collects data from ten online teaching videos and ten offline teaching videos of 20 pre-service physics teachers. This study attempts to comprehend the appearance of each TPACK component by analyzing the videos with an observation sheet. The observation sheet explored seven components of TPACK, which are Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical and Content Knowledge (PCK), Technological and Content Knowledge (TCK), Technological and Pedagogical Knowledge (TPK), and the last is Technological, Pedagogical and Content Knowledge (TPACK) itself. The result showed that pre-service teachers were determined good TPACK skills, but lacked in certain components. From the result, in both online and offline microteaching, participants rarely showed their TPK. In online activities, it is also seen that participants were faced difficulties in applying their PCK. The different nature of online and offline microteaching drives the need for teacher education institutions to plan and implement microteaching in the pedagogical courses to improve pre-service teachers’ TPACK in both situations.

scholarly journals Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge

2021 ◽  
Vol 12 ◽  
Author(s):  
Shuo Li ◽  
Liyan Liu ◽  
Anne Li Jiang
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Education Program ◽  
Developmental Trajectories ◽  
Critical Element ◽  
Pedagogical Content ◽  
Factors Influencing

Efforts to improve student–teacher education have recently focused on developing adequate Pedagogical Content Knowledge (PCK) as a critical element for effective preparation. Despite many initiatives implemented in teacher education programs, however, their effectiveness in developing student–teachers’ PCK and factors affecting the PCK development are under-researched and evidenced. Drawing upon theories about and research on PCK, this study examined whether a recently updated 2-year teacher education program could develop student–teachers’ PCK effectively and explored what factors influencing the PCK development of student–teachers with different developmental trajectories. Forty English-as-foreign-language (EFL) student–teachers on the program were involved as participants. This study employed a longitudinal research design. Data were collected at four different stages along with the program through the content representation matrix, interviews with all the participants, and focus group interviews with four particularly sampled participants. Findings revealed that the current teacher education program successfully enhanced student–teachers’ PCK and the factors influencing different PCK developmental trajectories were varied and personalized. Implications for teacher education are also discussed.

Creating an Environment for Pre-Service Teachers to Develop Technical Pedagogical and Content Knowledge

2012 ◽  
pp. 115-128
Author(s):  
Chun Hu
Keyword(s):  
Teacher Education ◽  
Content Knowledge ◽  
Education Program ◽  
Formative Evaluation ◽  
Teacher Education Program ◽  
Design Principles ◽  
Pedagogical Knowledge ◽  
Learning Technology ◽  
Types Of Knowledge ◽  
Design Projects

This chapter reports a teacher education program in applying the framework of TPACK to the design of its ICT curriculum: the design principles employed, its implementation and a formative evaluation. A survey adapted from Schmidt et al. (2009) was administered at the beginning and completion of the course. The post-course survey showed an increase in pre-service teachers’ self-reported ratings in all three types of knowledge, namely technological knowledge, technological pedagogical knowledge, and technology, pedagogy and content knowledge. Although majority (53.1%) of the pre-service teachers favored the approach of learning technology through engaging in design projects, many suggested that more structured instruction would benefit their learning.

A Thorough Review of Pedagogical Content Knowledge (PCK) in TOBACCO framework

2021 ◽  
Vol 7 (5) ◽  
pp. 989-996
Author(s):  
Lyu Ruifeng ◽  
Du Ping
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
English Language ◽  
Teacher Cognition ◽  
Pedagogical Content ◽  
Education And Development

Pedagogical content knowledge (PCK) has been given a lot of attention in the academic field in recent years, in particular in studies of teacher cognition and teacher knowledge. It was first put forward by Shulman as part of the knowledge base required of teachers for teaching, and has provided a crucial way of thinking for many scholars when conducting deeper study into the relationship between teachers and teaching. Therefore, more empirical studies in various contexts have been encouraged to understand teachers’ PCK and to offer suggestions for teacher education. Shulman also argued that PCK is the special mixture of content and pedagogy that represents teachers’ personal understanding of the profession, and that teachers’ teaching competence enables them to transform content knowledge into specific teaching methods for students from various backgrounds at different levels; however, he did not explain how this transformation happens. Thus, based on this research gap, the current review brought together the following key fields: teacher cognition, teacher knowledge including PCK, and teacher education and development. It argues that teachers’ pedagogical knowledge intersects content knowledge from five different perspectives: teachers’ views on knowledge base, language, learning, teaching, and reflection (TOBACCO framework) and proffers suggestions for English-language teacher education and development in China.

scholarly journals Educating Teachers and Fostering Authentic Professional Learning in an Era of Austerity, Global Competition and Quality Assurance Rhetoric

2019 ◽  
Vol 1 (2-3) ◽  
pp. 324-352
Author(s):  
Jeff Stickney
Keyword(s):  
New York ◽  
Teacher Education ◽  
Student Teachers ◽  
Content Knowledge ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Professional Autonomy ◽  
Pedagogical Content ◽  
University Of Toronto

Writing from the perspective of both an instructor in a teacher education program at University of Toronto and more importantly as a mentor for teacher candidates in the classroom, hosting for over twenty years student teachers from six universities in Ontario and New York, the paper explores the master-apprentice relationship within the practicum placement in schools – drawing philosophically on Martin Heidegger’s reflections on apprenticeship, Donald Schön’s pragmatic emphasis on studio work and Lee Shulman’s focus for training on developing subject related pedagogical-content-knowledge, to resituate the significance of what many educators and student-teachers say forms the core of teacher education. Subtle changes in teacher education over the last thirty years, set against dominant themes of professional autonomy and agency within sweeping educational and economic reforms such as the neo-liberal accountability and austerity movements, are sketched in order to follow their arc or trajectory into possible futures. Using a Foucauldian genealogical approach, the author aims to show how we could think and act differently in our practices and governance of teacher education.

Sign in / Sign up

Export Citation Format

Share Document