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Search Results for 'Pedagogical content knowledge' (Keyword)
212 items found 1 / 22 Go to page 
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1   |   From section ICT & Teaching
Preservice Teachers’ TPACK Beliefs and Attitudes toward Simulations
The purpose of this study was two-fold. Firstly, it examined how preservice primary teachers develop self-assessed technological, pedagogical, and content knowledge (TPACK) in science through an intervention in which they were acquainted with using simulations in science teaching. Secondly, it studied the possible connection of preservice teachers’ beliefs measured through their self-assessed knowledge in the different domains of the TPACK framework with their attitudes toward simulations. The results indicate that the introduction to simulations in science had a medium to large effect on the preservice teachers’ beliefs in the content knowledge (CK), pedagogical knowledge (PK) and TPACK domains of the TPACK framework. Preservice teachers’ belief in their technological knowledge (TK) correlated with their views on the usefulness of simulations in science teaching.
Publication Year: 2016    |    Updated in ITEC: September 7, 2017
2   |   From section ICT & Teaching
Teacher Self-Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Publication Year: 2015    |    Updated in ITEC: August 22, 2017
3   |   From section ICT & Teaching
Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum
This participatory action research demonstrates how teachers' technological pedagogical knowledge might combine with a participatory stance to encourage students to design and carry out content-focused projects. Findings indicate that teachers struggle with how to assess new literacies, especially participatory digital literacies that engage learners in collaborative and innovative ways.
Publication Year: 2016    |    Updated in ITEC: August 14, 2017
4   |   From section Preservice Teachers
Validation of the Survey of Pre-service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample
The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure Technological pedagogical content knowledge (TPACK). This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor model implied by Schmidt et al. (2009), thus, an exploratory factor analysis was conducted to determine the optimal structure of the measurement tool for these data.
Publication Year: 2016    |    Updated in ITEC: August 10, 2017
5   |   From section ICT & Teaching
Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach
In this article, the authors compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all improved their TPACK domain scores.
Publication Year: 2015    |    Updated in ITEC: August 10, 2017
6   |   From section ICT & Teaching
Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers
Using a qualitative approach, the authors documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. The authors found evidence that small changes in their practice were creating larger consequences within their college; it appears the author's professional development model is creating a positive cultural shift.
Publication Year: 2015    |    Updated in ITEC: August 10, 2017
7   |   From section Preservice Teachers
Learning to Teach Music-themed Mathematics: An Examination of Preservice Teachers’ Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
This study aimed to offer a group of preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing interdisciplinary mathematics pedagogy with elementary students. This study situated music within a series of mathematics lessons that incorporated the musical elements as a central, rather than superficial, component of the mathematics pedagogy. This study has provided empirical findings pertaining to the connections between music and mathematics to illustrate the concept of the entertainment-education learning strategy. To support the aim of improving preservice teachers’ knowledge for how to effectively implement mathematics teaching strategies with their future elementary students, teacher educators should strive to improve preservice teachers’ awareness of, and capacity for, making mathematics education more engaging for students.
Publication Year: 2016    |    Updated in ITEC: August 9, 2017
8   |   From section Mentoring & Supervision
Strategies for Mentoring Pedagogical Knowledge
This study aimed to investigate mentors’ strategies that can be used to facilitate pedagogical knowledge in the mentee. In this study, mentors outlined strategies for developing preservice teachers’ pedagogical knowledge practices. There were several or more practical strategies suggested for each mentoring practice associated with pedagogical knowledge. For example, strategies for deeper learning about planning included co-planning and reflecting verbally on planning with the mentee by deliberating on the specific learning needs of students.
Publication Year: 2013    |    Updated in ITEC: July 19, 2017
9   |   From section Mentoring & Supervision
Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher’s Pedagogical Content Knowledge Development
The purpose of this study is to describe the strategies used by a highly regarded, secondary biology mentor teacher to foster a preservice biology teacher’s pedagogical content knowledge (PCK). In this study, the mentoring was exclusively focused on beliefs about effective science teaching and how students’ learn science. The mentor teacher helped preservice teacher understand why he should teach in particular ways. The mentor also helped the mentee develop his topic-specific knowledge of students’ understanding of science by discussing common misconceptions revealed in students’ conversations and examination responses. She modeled ways for the mentee to access students’ misconceptions.
Publication Year: 2015    |    Updated in ITEC: July 6, 2017
10   |   From section Teacher Education Programs
A Technology Integration Education (TIE) Model for Millennial Preservice Teachers: Exploring the Canonical Correlation Relationships Among Attitudes, Subjective Norms, Perceived Behavioral Controls, Motivation, and Technological, Pedagogical, and Content Knowledge (TPACK) Competencies
The authors used canonical correlation analysis (CCA) to test the relationships among five of the 12 constructs in the technology integration education (TIE) model developed by Holland and Piper (2014). Technology integration education (TIE) model: Millennial preservice teachers' motivations about technological, pedagogical, and content knowledge (TPACK) competencies.
Publication Year: 2016    |    Updated in ITEC: July 6, 2017
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