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Sample records for technological pedagogical content

  1. Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

    Science.gov (United States)

    Getenet, Seyum Tekeher

    2017-01-01

    The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

  2. Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

    2018-01-01

    In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

  3. Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

    Science.gov (United States)

    Pusparini, F.; Riandi, R.; Sriyati, S.

    2017-09-01

    The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

  4. Application of the technological, pedagogical, and content ...

    African Journals Online (AJOL)

    Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: a conceptual paper.

  5. Technological Pedagogical Content Knowledge -- A Review of the Literature

    Science.gov (United States)

    Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

  6. Technological Pedagogical Content Knowledge - a review of the literature

    NARCIS (Netherlands)

    Voogt, Joke; Fisser, Petra; Pareja Roblin, N.N.; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful

  7. Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences

    Science.gov (United States)

    Aqib, M. A.; Budiarto, M. T.; Wijayanti, P.

    2018-01-01

    The effectiveness of learning in this era can be seen from 3 factors such as: technology, content, and pedagogy that covered in Technological Pedagogical Content Knowledge (TPCK). This research was a qualitative research which aimed to describe each domain from TPCK include Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological, Pedagogical, and Content Knowledge. The subjects of this research were male and female mathematics college students at least 5th semester who has almost the same ability for some course like innovative learning, innovative learning II, school mathematics I, school mathematics II, computer applications and instructional media. Research began by spreading the questionnaire of subject then continued with the assignment and interview. The obtained data was validated by time triangulation.This research has result that male and female prospective teacher was relatively same for Content Knowledge and Pedagogical Knowledge domain. While it was difference in the Technological Knowledge domain. The difference in this domain certainly has an impact on other domains that has technology components on it. Although it can be minimized by familiarizing the technology.

  8. Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

    Science.gov (United States)

    Hsu, Chung-Yuan; Liang, Jyh-Chong; Chai, Ching-Sing; Tsai, Chin-Chung

    2013-01-01

    Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological…

  9. Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

    Science.gov (United States)

    Sahin, Ismail; Celik, Ismail; Akturk, Ahmet Oguz; Aydin, Mustafa

    2013-01-01

    This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the…

  10. A Review of Gamification in Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Prabawa, H. W.

    2017-02-01

    This paper review 10 papers that relating to gamification adoption in developing technological pedagogical content knowledge (TPACK) framework. Technological developments lately led to the trend of increased use of ICT in the learning process, one of which is gamification. Gamification is the concept of applying game mechanics and game design techniques to engage and motivate people to achieve their goals. Gamification in education as an intersection of learning and fun. The problem is that not all game’s attributes suitable for use in presents a teaching material. TPACK is a framework for the teacher that described a complex interaction among three bodies of knowledge : content, pedagogy and technology. TPACK engagement has an impact on the teacher mastery in dimension of teaching material content, in addition to improve teachers skill in developing technology in classroom learning.

  11. From Socialisation to Internalisation: Cultivating Technological Pedagogical Content Knowledge through Problem-Based Learning

    Science.gov (United States)

    Tee, Meng Yew; Lee, Shuh Shing

    2011-01-01

    Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology--what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised,…

  12. Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers

    Science.gov (United States)

    Schmidt, Denise A.; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae S.

    2009-01-01

    Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper…

  13. Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers

    Science.gov (United States)

    Stewart, Jessica; Antonenko, Pavlo D.; Robinson, J. Shane; Mwavita, Mwarumba

    2013-01-01

    The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and…

  14. Technological Pedagogical Knowledge of Content: building of concepts and teaching skills

    Directory of Open Access Journals (Sweden)

    Sidinei Oliveira Sousa

    2017-12-01

    Full Text Available This article aims to investigate how the Information and communications technology (ICT are integrated into teaching practices according to the theory of Technological Pedagogical Content Knowledge(TPACK. Participated in the research 44 students enrolled in one subject of Introduction to Computing offered in the Licensure Course of Chemistry from a State University. To the data collection, it were considered the interactions among students, which occurred in the Virtual Learning Environment and in the Facebook social network, besides the reports and materials produced by the students and the questionnaires self- assessment of performance. The data collected showed that the TPACK used as a theoretical framework to address content, combined with an active methodological approach (Blended Online POPBL, allowed the students, future teachers, improve their understanding of how are developed the teachers’ pedagogical practices with knowledge in the technology use articulated with their curricular domain.

  15. Constructing a multiple choice test to measure elementary school teachers' Pedagogical Content Knowledge of technology education.

    NARCIS (Netherlands)

    Rohaan, E.J.; Taconis, R.; Jochems, W.M.G.

    2009-01-01

    This paper describes the construction and validation of a multiple choice test to measure elementary school teachers' Pedagogical Content Knowledge of technology education. Pedagogical Content Knowledge is generally accepted to be a crucial domain of teacher knowledge and is, therefore, an important

  16. Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, Joke

    2012-01-01

    Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK).This paper presents a case study of

  17. Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

    Science.gov (United States)

    Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

    2015-01-01

    The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

  18. Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

    Science.gov (United States)

    Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

    2014-07-01

    This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

  19. Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

    Science.gov (United States)

    Lavadia, Linda

    Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

  20. ICT use in science and mathematics teacher education in Tanzan: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, A.; Fisser, P.; Pieters, J.; Voogt, J.

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  1. ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, Ayoub; Fisser, Petra; Pieters, Julius Marie; Voogt, Joke

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  2. Predictive Power of Prospective Physical Education Teachers' Attitudes towards Educational Technologies for Their Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Varol, Yaprak Kalemoglu

    2015-01-01

    The aim of the research is to determine the predictive power of prospective physical education teachers' attitudes towards educational technologies for their technological pedagogical content knowledge. In this study, a relational research model was used on a study group that consisted of 529 (M[subscript age]=21.49, SD=1.44) prospective physical…

  3. Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

    Science.gov (United States)

    Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong

    2017-01-01

    Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA…

  4. Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

    Science.gov (United States)

    Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

    2015-01-01

    In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

  5. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  6. Developing Technological Pedagogical Content Knowledge in pre-service science teachers : Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  7. Domain-Specific Aspects of Technological Pedagogical Content Knowledge: Music Education and the Importance of Affect

    Science.gov (United States)

    Macrides, Elena; Angeli, Charoula

    2018-01-01

    The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPACK), the importance of affect in the instructional design of music lessons. The purpose of this study is twofold: (a) to extend the…

  8. Investigation of Technological Pedagogy Content Knowledge of Pre-Service Science and Technology Teachers

    OpenAIRE

    Bayram AKARSU; Esra GÜVEN

    2014-01-01

    The purpose of this study is to investigate Technological Pedagogical Content Knowledge (TPACK) of 3rd and 4th year prospective science teachers, enrollment at the faculty of education, with respect to the technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPC), pedagogical content knowledge (PCK), and information in the technological content (TPC). These knowledge types are intersection of the sub-dimensions to determine whe...

  9. Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

    Science.gov (United States)

    Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

  10. Measuring primary school teachers' pedagogical content knowledge in technology education with a multiple choice test

    NARCIS (Netherlands)

    Rohaan, E.J.; Taconis, R.; Jochems, W.M.G.; Fatih Tasar, M.; Cakankci, G.; Akgul, E.

    2009-01-01

    Pedagogical content knowledge (PCK) is a crucial part of a teacher’s knowledge base for teaching. Studies in the field of technology education for primary schools showed that this domain of teacher knowledge is related to pupils’ increased learning, motivation, and interest. The common methods to

  11. Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership

    Science.gov (United States)

    Mason, Charlene A.

    2016-01-01

    Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of…

  12. Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web

    Science.gov (United States)

    Lee, Min-Hsien; Tsai, Chin-Chung

    2010-01-01

    Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers' Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into…

  13. Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics

    Science.gov (United States)

    Kildan, Abdullah Oguzhan; Incikabi, Lutfi

    2015-01-01

    This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…

  14. Using collaborative technology to enhance pre-service teachers' pedagogical content knowledge in Science

    Science.gov (United States)

    Donnelly, Dermot Francis; Hume, Anne

    2015-01-01

    Background:Supporting pre-service teacher (PT) collaboration as a means of professional learning is a challenging but essential task for effective practice. However, teacher placements or practicums in schools, which is common practice within teacher education programmes, can often isolate PTs from sharing their experiences with each other. Further, the articulation of effective pedagogical practices by high-quality teachers is limited, restricting PTs' ability to access such professional knowledge. Purpose:This study investigates how the introduction of a collaborative technology, a wiki, may enhance existing and new opportunities for pre-service teachers' (PTs) to develop pedagogical content knowledge (PCK). Sample:Seven PT chemistry teachers of varied backgrounds participated in this study. Design and method:The PTs were learning to collaboratively formulate and document their early topic-specific teaching knowledge using a pedagogical tool known as Content Representation (CoRe) design. Once scaffolded into this process, the PTs continued and extended this collaborative work online through the introduction of a wiki. Data were collected for qualitative analysis through the CoRe artefacts, a semi-structured focus group interview, and PTs' reflective essays about their collaborative experiences representing their teaching knowledge in CoRes through the wiki. Results:Data analysis highlighted that while wiki use showed some potential for collaborative representation when participants were not face-to-face, the PTs were hesitant in critiquing each other's work. As such, the online representations remained relatively static without face-to-face interaction. However, developing artefacts online was favoured over established practice and the access to artefacts of their peers on the wiki enhanced PTs' consideration for their own PCK. Conclusion:Wikis show some potential in the hosting of CoRes, but issues in simultaneous posting and lack of chat functionality may

  15. Examining the Relationship between Technological Pedagogical Content Knowledge (TPACK) and Student Achievement Utilizing the Florida Value-Added Model

    Science.gov (United States)

    Farrell, Ivan K.; Hamed, Kastro M.

    2017-01-01

    Utilizing a correlational research design, we sought to examine the relationship between the technological pedagogical content knowledge (TPACK) of in-service teachers and student achievement measured with each individual teacher's Value-Added Model (VAM) score. The TPACK survey results and a teacher's VAM score were also examined, separately,…

  16. Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge for Teaching Mathematics with the Geometer's Sketchpad through Lesson Study

    Science.gov (United States)

    Meng, Chew Cheng; Sam, Lim Chap

    2013-01-01

    The purpose of this study was to develop pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP) through Lesson Study (LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was a significant difference in the…

  17. Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania

    NARCIS (Netherlands)

    Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke; McBride, R.; Searson, M.

    2013-01-01

    This study assessed the effect of support on the teachers’ collaboration in design teams and development of Technological Pedagogical Content Knowledge (TPACK). The study was carried out in two secondary schools in Tanzania: Chang’ombe and Jitegemee secondary schools. From each school 10 teachers

  18. Analysis of the Relations among the Components of Technological Pedagogical and Content Knowledge (TPACK): A Structural Equation Model

    Science.gov (United States)

    Celik, Ismail; Sahin, Ismail; Akturk, Ahmet Oguz

    2014-01-01

    In the current study, the model of technological pedagogical and content knowledge (TPACK) is used as the theoretical framework in the process of data collection and interpretation of the results. This study analyzes the perceptions of 744 undergraduate students regarding their TPACK levels measured by responses to a survey developed by Sahin…

  19. Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

    Science.gov (United States)

    Williams, John; Eames, Chris; Hume, Anne; Lockley, John

    2012-11-01

    Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

  20. Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge

    Science.gov (United States)

    Oskay, Özge Özyalçin; Odabasi, Zuhal

    2016-01-01

    The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content…

  1. Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Yerdelen-Damar, Sevda; Boz, Yezdan; Aydın-Günbatar, Sevgi

    2017-08-01

    This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers' technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers' attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs.

  2. 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

    Science.gov (United States)

    Slough, Scott; Chamblee, Gregory

    2017-01-01

    Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st…

  3. Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment

    Directory of Open Access Journals (Sweden)

    Ercan Atasoy

    2016-04-01

    Full Text Available The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge (TPACK of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted with 20 teachers. Video records and lesson plans were collected and a Mathematics Teacher TPACK Development Model was utilized to reveal themes and key features of the data. The findings revealed that, although the majority of teachers stated that they would like to use technology-integrated tools in the assessment and evaluation processes, they strongly preferred to use traditional assessment and evaluation techniques, such as pen and paper activities, multiple-choice questions in virtual environments, etc. Hence, the evidence suggests that teachers would be unable to use appropriately the technological assessment process in order to reveal students’ understanding of mathematics. As seen from the teachers’ lectures, they perceived that technology would be suitable for evaluation and assessment but in a limited way.

  4. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  5. Examining EFL Teachers' Technological Pedagogical Content Knowledge and the Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach

    Science.gov (United States)

    Hsu, Liwei

    2016-01-01

    This study examines EFL (English as a foreign Language) teachers' technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the…

  6. Technological pedagogical content knowledge in South African mathematics classrooms: A secondary analysis of SITES 2006 data

    Directory of Open Access Journals (Sweden)

    Verona Leendertz

    2013-12-01

    Full Text Available This article reports on a secondary data analysis conducted on the South African mathematics teachers’ dataset of the Second Information Technology in Education Study (SITES 2006. The sample consisted of a stratified sample of 640 mathematics teachers from 504 randomly selected computer-using and non–computer-using schools that completed the SITES 2006 teachers’ questionnaire, which investigated their pedagogical use of Information Communication Technology (ICT. The purpose of the current investigation was to investigate the level of Technological Pedagogical Content Knowledge (TPACK of mathematics teachers, and how TPACK attributes contribute towards more effective Grade 8 mathematics teaching in South African schools, using the TPACK conceptual framework. The findings are presented according to the three clusters identified through the association between the main variables of the TPACK model and other variables on the SITES 2006 teachers’ questionnaire: (1 impact of ICT use, (2 teacher practices and (3 barriers. A Cramér V of between 0.3 and 0.4 was considered to signal a medium effect that tended towards practically significant association, and a Cramér V of 0.4 or larger was considered to signal a large effect with practically significant association. The results indicate that the TPACK of mathematics teachers contributes towards more effective Grade 8 mathematics teaching in South African schools.

  7. Socio-Pedagogical Complex as a Pedagogical Support Technology of Students' Social Adaptation

    Science.gov (United States)

    Sadovaya, Victoriya V.; Simonova, Galina I.

    2016-01-01

    The relevance of the problem stated in the article is determined by the need of developing technological approaches to pedagogical support of students' social adaptation. The purpose of this paper is to position the technological sequence of pedagogical support of students' social adaptation in the activities of the socio-pedagogical complex. The…

  8. Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum

    Science.gov (United States)

    Tondeur, Jo; Roblin, Natalie Pareja; van Braak, Johan; Fisser, Petra; Voogt, Joke

    2013-01-01

    The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content…

  9. Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

    Science.gov (United States)

    Harr, Nora; Eichler, Andreas; Renkl, Alexander

    2014-01-01

    In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

  10. Measuring and factors influencing mathematics teachers' technological pedagogical and content knowledge (TPACK) in three southernmost provinces, Thailand

    Science.gov (United States)

    Adulyasas, Lilla

    2017-08-01

    Technology becomes an important role in teaching and learning mathematics nowadays. Integrating technology in the classroom helps students have better understanding in many of mathematics concepts. One of the major framework for assessing the knowledge of integrating technology with the pedagogy and content in the classroom is Technological Pedagogical and Content Knowledge (TPACK) framework. This study aimed to measure mathematics teachers' TPACK in three southernmost provinces, Thailand and to study on factors influencing their TPACK. A quantitative study was carried out with 210 secondary level mathematics teachers in the three southernmost provinces, Thailand which were random by two stage sampling technique. Data were collected by using a questionnaire to identify the level of mathematics teachers' TPACK and the factors influencing their TPACK. Descriptive statistics, Pearson product moment correlation and multiple regression analysis were used for analysing data. Findings reveal that the mean score of mathematics teachers' TPACK is 3.33 which is in the medium level and the three factors which have positive correlation at .05 level of significant with the level of TPACK are teaching experience factor, individual specialization factor and personal & organization factor. However, there are only two factors influencing mathematics teachers' TPACK. The two factors are individual specialization factor and personal & organization factors. These give better understanding on mathematics teachers' knowledge in integrating technology with the pedagogy and content which will be the important information for improving mathematics teachers' TPACK.

  11. Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

    Science.gov (United States)

    Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

    2017-12-01

    One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

  12. Pre-service teachers' content knowledge and pedagogical content ...

    African Journals Online (AJOL)

    This study investigated pre-service teachers' content and pedagogical knowledge in teaching geometric transformation. Eighty-two pre-service teachers from two Colleges of Education in the Ashanti region of Ghana consisted the sample size. The study was a quantitative study which employed survey as a strategy of ...

  13. Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

    Science.gov (United States)

    Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

    2013-01-01

    Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

  14. PEDAGOGICAL TECHNOLOGY AIMED AT STUDENTS’ ADAPTATION TO DISCIPLINE-BASED EDUCATION IN SECONDARY SCHOOLS

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    Ekaterina M. Cheprakova

    2015-01-01

    Full Text Available The aim of the study is to describe the educational technology aimed at students adaptation to discipline-based education in basic school; results discussion of the application practice to the educational process of the 5th grade.Methods. The methods involve learning experience, school documentation analysis, pedagogical experiment, study of students’ creativity and pedagogical experience on its organizational work. Systematic approach is used while structuring of the 5th grade students’ representations on the disciplines’ content of primary and basic general education on the methodological levelResults. The pedagogical technology of breaking the students’ educational disadaptation in the basic school is presented. The program of the course «All the subjects are good» is worked out. This program may allow students to adapt to the discipline content of the general education, to understand the essence of curriculum disciplines content and links between them, and the motivation development towards disciplinebased education evidence students’ adaptation. These objectives can be achieved through generation of skills based on the algorithmic of the concepts’ definitions mastering. The pilot implementation of the proposed technology in secondary school № 65 and in the Center «Giftedness and technology» of Yekaterinburg is presented.Scientific novelty. The effective way of neutralization and elimination of students’ discipline-educational disadaptation based on purposeful development of their conceptual thinking is proposed.Practical significance. The technology developed by authors allows teachers to form and develop the universal educational actions representing itself as a result of school training in the requirements of the educational standard. Timely use of this technology at transition age of children from primary school to secondary one provides the further success of their education.

  15. Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

    Science.gov (United States)

    Li, Yufeng; Xiong, Jianwen

    2012-01-01

    Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

  16. Pedagogical Content Knowledge in Indonesian English Language Teaching

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    Faisal Faisal

    2015-12-01

    Full Text Available –This paper considers the pedagogical content knowledge (PCKthat Indonesian teachers require to implement the 2013 Curriculum and develop their junior high school learner’s written English effectively, as mandated by the Regulation Number 16/2007. Based on the commonalities of the PCK components in international and Indonesian teaching of English as a foreign language, the components of PCK comprise knowledge of learners, subject matter, general pedagogy, and curriculum. Following manifest-latent content analysis principles, this study identified that this regulation defines and derives the concept of PCK into what it calls teachers’ four competencies, namely pedagogical, professional, personal, and social competencies.

  17. Development of Technological and Pedagogical Content Knowledge of the Chemistry by Teachers in Training Through the Reflection of PaP-eRs and Videos

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    Boris Fernando Candela

    2018-01-01

    Full Text Available This article described how trainee teachers identified and developed some elements of the Technological and Pedagogical Knowledge of Chemistry Content (CTPC, along the course of educational and pedagogical context by "reflective orientation". The methodological perspective was qualitative by case study, which was configured by two interwoven areas of reflection, namely: (a reflecting on the opinions of experts about the teaching of a content, through the readings proposed in the training programs; and (b reflecting on the teaching carried out by experienced teachers through case videos and the Repertoire of Professional and Pedagogical Experiences (PaP-eRs. This heuristic reduced the complexity of teaching in a manageable story located in a specific context, so that teachers could identify and reflect on their theories about the teaching and learning of chemistry. This study showed that teachers in training identified and developed the following elements of the CTPC of chemistry: general pedagogy, language as a learning tool, difficulties and alternative conceptions, knowledge of technology as an instrument to represent the contents and manage the chemistry classroom, and the formative evaluation. Definitely, the reflection of the critical events of the PaP-eRs and videos of cases was considered an appropriate heuristic that allowed the future teachers to articulate the knowledge coming from the literature in education in chemistry, with the virtual experiences of teaching-learning of a real context. Of course, this reflection was mediated by reading, discussing and reflecting on the intelligent actions of an exemplary teacher when guiding singular students from a sociocultural perspective, with the purpose of beginning to refine their theories of teaching and learning chemistry.

  18. Coğrafya Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi İle İlgili Yeterliliklerinin İncelenmesi / Examining the Skills of Geography Teachers’ Technological Pedagogical Content Knowledge

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    Esengül Doğru

    2017-04-01

    Full Text Available Abstract The main purpose of this research was to determine the competencies of technological pedagogical content knowledge (TPCK of geography teachers and to examine whether these competencies differed significantly according to various variables. The study included a total of a total of 42 geography teachers employed in Karabuk city centre and its districts in 20015-2015 education year. The data of the study was gathered though Technological Pedagogical Content Knowledge (TPCK developed by Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012. Frequency and percentage values along with Kolmogorov-Smirnov (K-S test, Mann Whitney U test and Kruskal Wallis H test were used to analyse the data of the current study. The results of the study revealed that the technological pedagogical content knowledge of geography teachers was not enough. Results also demonstrated the level of geography teachers’ technological pedagogical content knowledge did not differ significantly according to their skills and knowledge at using technology, seniority, education level and gender. Content Knowledge is one of the subscales of TPCK that geography teachers had the highest level of knowledge. Furthermore, the level of technological content knowledge of geography teachers was higher than that of technological pedagogical knowledge. The results of the study were discussed in line with the related literature and some suggestions were made.  Öz Bu araştırmanın temel amacı, Coğrafya öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi (TPAB yeterliliklerinin tespit edilmesi ve bu yeterliliklerin çeşitli değişkenlere göre farklılık gösterip göstermediğinin incelenmesidir. Çalışmaya, 2015-2016 eğitim öğretim yılında Karabük il merkezi ve ilçelerinde görev yapmakta olan toplam 42 Coğrafya öğretmeni katılmıştır. Veri toplama aracı olarak, araştırmanın nicel kısmı için ölçme aracı olarak Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012 taraf

  19. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    Science.gov (United States)

    Etkina, Eugenia

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

  20. CONCERNING CORRELATION BETWEEN METHODOLOGY AND TECHNOLOGY IN PEDAGOGICAL RESEARCH

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    Vladimir I. Zagvyazinsky

    2015-01-01

    Full Text Available The purpose of the paper is the continuation of a cycle of the methodological articles, called to help work of young researchers.The general dissatisfaction with quality and results of research work in an education sphere and pedagogics has been largely caused not only insufficient level of methodological culture of competitors of scientific degrees and researchers-experts, but also their inability to choose a work technology of procedure of research that will be adequate to the purposes, problems and a plan of it. The present article is also devoted to this problem.Methods. The methods of the analysis, synthesis, idealisation, generalisation of author’s experience, a concrete definition and modelling are used.Results and scientific novelty. The general technology of scientific search in an education sphere is presented; the technology is developed on the basis of long-term experience of the Tyumen scientific and pedagogical school, and justified in practice. The author doesn’t take into consideration the rigid technology of algorithmic type which is hardly useful in works of creative character; but in the present case – frame technology that defines the expedient organisation, sequence of stages of work and its corresponding maintenance. The following technology components are described: self-determination of the researcher or research group on the basis of creation and the statement of the developed project of all procedures of search; statement of questions on initial allocation of the problem conducting ideas, a plan-way of its realisation; project performance, its ascertaining and a reformative part, research procedures (the basic stage; summarising, generalisation of the research performed, a writing of the text of report documents, preparation of total publications. Examples of typical errors of the young scientists who do not own the technology of scientific activity are given.Practical significance. Proposed recommendations stated

  1. Pedagogical Content Knowledge of Experienced Teachers in Physical Education: Functional Analysis of Adaptations

    Science.gov (United States)

    Ayvazo, Shiri; Ward, Phillip

    2011-01-01

    Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of…

  2. Correlation between Teacher's PCK (Pedagogical Content Knowledge) and Student's Motivation in Primary School

    Science.gov (United States)

    Maryani, Ika; Martaningsih, Sri Tutur

    2015-01-01

    Various learning problems occur due to the teachers' inability in managing the learning process. Teacher's learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge…

  3. Self-efficacy on Technological, Pedagogical and Content Knowledge (TPACK of Biological Science Pre-Service Teachers

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    Anania B. Aquino

    2015-11-01

    Full Text Available The teachers are the focal figure in education and play vital roles in learning. These roles have served as key point in designing the curriculum and preparing pre-service teachers. Turning students into competent teachers is an interplay of varied factors, one of which is technology. This impact necessitates the utilization of technology in teaching, described as technological pedagogical content knowledge (TPACK. The study aimed to investigate TPACK self-efficacies of pre - service biological science teachers who were enrolled in two academic years at the College of Teacher Education in a state university in the Philippines. It also examined whether the responses of the two groups of respondents on TPACK self – efficacy differ and whether these self-efficacies relate to sex, electronic gadget owned and access to internet. It used the descriptive survey method of research employing a questionnaire on TPACK to collect data. The study found out that there is more female than male. Majority have electronic gadgets but have limited access to internet. Findings showed that respondents have good TPACK self – efficacy. The findings showed that the responses of the two groups of participants on TPACK self – efficacies are statistically different . Further, their self – efficacies is very slightly affected by their sex, electronic gadgets owned and access to internet. The study recommends reviewing and improving instructional practices and curriculum of the college to enhance TPACK of respondents.

  4. Constructing Pedagogical Models For E-learning

    OpenAIRE

    Patricia Alejandra Behar

    2011-01-01

    This article brings forth an overview of the paradigmatic crisis and the introduction of new pedagogical practices. It also discusses the relationship between paradigm and pedagogical model, presenting a theoretical discussion on the concepts of pedagogical model for E-learning and its pedagogical architecture. To do so, the elements that are part of it such as organizational aspects, content, methodological and technological aspects are discussed. This theoretical discussion underlies the co...

  5. Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability

    Science.gov (United States)

    Danisman, Sahin; Tanisli, Dilek

    2017-01-01

    The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…

  6. Generating pedagogical content knowledge in teacher education students

    NARCIS (Netherlands)

    van den Berg, Ed

    2015-01-01

    Some pre-service teaching activities can contribute much to the learning of pedagogical content knowledge (PCK) and subsequent teaching as these activities are generating PCK within the pre-service teacher's own classroom. Three examples are described: preparing exhibitions of science experiments,

  7. Pedagogical Content Knowledge and Industrial Design Education

    Science.gov (United States)

    Phillips, Kenneth R.; De Miranda, Michael A.; Shin, Jinseup

    2009-01-01

    Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models…

  8. The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

    Science.gov (United States)

    Lenhart, Sara Talley

    2010-01-01

    This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

  9. Influence of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Photosynthesis and Plant Growth

    Science.gov (United States)

    Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula

    2009-01-01

    The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…

  10. Pedagogical content knowledge and preparation of high school physics teachers

    OpenAIRE

    Eugenia Etkina

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is t...

  11. Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge

    Science.gov (United States)

    Deng, Zongyi

    2007-01-01

    This article questions the basic assumptions of pedagogical content knowledge by analyzing the ideas of Jerome Bruner, Joseph Schwab, and John Dewey concerning transforming the subject matter. It argues that transforming the subject matter is not only a pedagogical but also a complex curricular task in terms of developing a school subject or a…

  12. Programming : teachers and pedagogical content knowledge in the Netherlands

    NARCIS (Netherlands)

    Saeli, M.; Perrenet, J.C.; Jochems, W.M.G.; Zwaneveld, B.

    2012-01-01

    In this article we report about a study to assess Dutch teachers’ Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher PCK Analyser (OTPA). The

  13. Making Learning Visible: Developing Preservice Teachers' Pedagogical Content Knowledge and Teaching Efficacy Beliefs in Environmental Education

    Science.gov (United States)

    Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L.

    2018-01-01

    Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge…

  14. Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

    Science.gov (United States)

    Khakbaz, Azimehsadat

    2016-01-01

    Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

  15. Does Teachers' Pedagogical Content Knowledge Affect Their Fluency Instruction?

    Science.gov (United States)

    Van den Hurk, H. T. G.; Houtveen, A. A. M.; Van de Grift, W. J. C. M.

    2017-01-01

    The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation…

  16. AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

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    Tengku Nor Rizan Tengku Mohamad Maasum

    2012-01-01

    Full Text Available Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers’ pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.

  17. Robotics and Discovery Learning: Pedagogical Beliefs, Teacher Practice, and Technology Integration

    Science.gov (United States)

    Sullivan, Florence R.; Moriarty, Mary A.

    2009-01-01

    Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they utilize the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in…

  18. The Language Used to Articulate Content as an Aspect of Pedagogical Content Knowledge

    Science.gov (United States)

    Chick, Helen

    2015-01-01

    Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students' work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in…

  19. PEDAGOGICAL STRATEGIES AND CONTENT KNOWLEDGE IN 92 ENGLISH FOR MATHS LECTURE IN CONTENT-BASED INSTRUCTION TEACHING

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    Ayu Fitrianingsih

    2017-12-01

    Full Text Available This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Math lecture of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1 the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2 based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of Mathematics Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.

  20. Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

    Science.gov (United States)

    Adi Putra, M. J.; Widodo, A.; Sopandi, W.

    2017-09-01

    The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

  1. AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

    Directory of Open Access Journals (Sweden)

    Tengku Nor Rizan Tengku Mohamad Maasum

    2012-01-01

    Full Text Available Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy

  2. Development of pedagogical design in technology-rich environments for language teaching and learning

    OpenAIRE

    Jalkanen, Juha

    2015-01-01

    This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis of language and literacy pedagogies in technology-rich environments. Two substudies are reported in five articles, each of which approaches pedagogical design from a different perspective. The first substudy examined (a) what pedagogical choices language studen...

  3. A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

    Science.gov (United States)

    Lin, Jing-Wen

    2017-01-01

    This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

  4. Teaching programming in secundary school: a pedagogical content knowledge perspective

    NARCIS (Netherlands)

    Saeli, M.; Perrenet, J.C.; Jochems, W.M.G.; Zwaneveld, B.

    2011-01-01

    The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the

  5. Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

    Science.gov (United States)

    Demirdögen, Betül

    2016-01-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

  6. Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator

    Science.gov (United States)

    Liu, Siping

    2013-01-01

    This single-case study focuses on the pedagogical content knowledge (PCK) of a university faculty member teaching Second Language Acquisition to elementary teacher candidates. The research questions address the pattern and development of PCK for ESL teaching. Based on data from classroom observation, interviews and document review, the study finds…

  7. Physics Content and Pedagogical Changes: Ramification of Theory and Practice

    Science.gov (United States)

    Cobbinah, Charles; Bayaga, Anass

    2017-01-01

    The aim of this study was to explore physics teachers' ramification of theory and practices as a result of physics content and pedagogical changes in the Further Education and Training (FET) phase. The researchers adopted the mixed method research approach. The quantitative aspect involved 109 physics teachers and the qualitative approach used ten…

  8. CULTURE, CULTURE LEARNING AND NEW TECHNOLOGIES: TOWARDS A PEDAGOGICAL FRAMEWORK

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    Mike Levy

    2007-02-01

    Full Text Available This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership; culture as contested; and culture as individual (variable and multiple. Each perspective aims to provide a focus for thinking about culture, and thereby to provide a valid and useful point of departure for thinking about the practice of culture learning and teaching with new technologies. The referenced literature draws from a broad range of disciplines and definitions of culture. In Part Two, five projects are chosen to represent relevant technologies currently in use for culture learning: e-mail, chat, a discussion forum and a Web-based project. Each project is used to illustrate facets of the culture concept discussed in Part One with a view to identifying key elements within a pedagogical framework that can help us respond effectively to the challenge of culture learning and teaching utilising new technologies. Thus the goal is to align fundamental qualities of the culture concept with specific pedagogical designs, tasks and technologies.

  9. Conceptualising GP teachers' knowledge: a pedagogical content knowledge perspective.

    Science.gov (United States)

    Cantillon, Peter; de Grave, Willem

    2012-05-01

    Most teacher development initiatives focus on enhancing knowledge of teaching (pedagogy), whilst largely ignoring other important features of teacher knowledge such as subject matter knowledge and awareness of the learning context. Furthermore, teachers' ability to learn from faculty development interventions is limited by their existing (often implicit) pedagogical knowledge and beliefs. Pedagogical content knowledge (PCK) represents a model of teacher knowledge incorporating what they know about subject matter, pedagogy and context. PCK can be used to explore teachers' prior knowledge and to structure faculty development programmes so that they take account of a broader range of teachers' knowledge. We set out to examine the application of a PCK model in a general practice education setting. This study is part of a larger study that employed a mixed method approach (concept mapping, phenomenological interviews and video-stimulated recall) to explore features of GP teachers' subject matter knowledge, pedagogical knowledge and knowledge of the learning environment in the context of a general practice tutorial. This paper presents data on GP teachers' pedagogical and context knowledge. There was considerable overlap between different GP teachers' knowledge and beliefs about learners and the clinical learning environment (i.e. knowledge of context). The teachers' beliefs about learners were largely based on assumptions derived from their own student experiences. There were stark differences, however, between teachers in terms of pedagogical knowledge, particularly in terms of their teaching orientations (i.e. transmission or facilitation orientation) and this was manifest in their teaching behaviours. PCK represents a useful model for conceptualising clinical teacher prior knowledge in three domains, namely subject matter, learning context and pedagogy. It can and should be used as a simple guiding framework by faculty developers to inform the design and delivery of

  10. Building Blocks: Enmeshing Technology and Creativity with Artistic Pedagogical Technologies

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    Janzen, Katherine J.; Perry, Beth; Edwards, Margaret

    2017-01-01

    Using the analogy of children's building blocks, the reader is guided through the results of a research study that explored the use of three Artistic Pedagogical Technologies (APTs). "Building blocks" was the major theme that emerged from the data. Sub-themes included developing community, enhancing creativity, and risk taking. The…

  11. Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students.

    Science.gov (United States)

    Tai, Hung-Cheng; Pan, Mei-Yu; Lee, Bih-O

    2015-06-01

    Learning English as foreign language and computer technology are two crucial skills for nursing students not only for the use in the medical institutions but also for the communication needs following the trend of globalization. Among language skills, writing has long been ignored in the curriculums although it is a core element of language learning. To apply the TPACK (Technological Pedagogical and Content Knowledge) model to design an online English writing course for nursing students, and to explore the effects of the course to the students' learning progress as well as their satisfactions and perceptions. A single-group experimental study, utilizing the CEEC (College Entrance Examination Center) writing grading criteria and a self-designed course satisfaction questionnaire, is used. Fifty one nursing students who were in their first/four semesters of the two year vocational pre-registration nursing course in a Taiwan university were selected using convenience sampling. Quantitative data were analyzed using descriptive statistics and repeated measure MANOVA. Qualitative data were analyzed by content analysis. Students' writing competence had been improved significantly in every dimension after the instruction. Only half of the learners preferred online writing compared to the traditional way of writing by hand. Additionally, participants reported that they would prefer to receive feedback from the teacher than peers, yet they did not like the indirect feedback. The teacher perceived the course as meaningful but demanding for both learning and teaching sides. To implement the peer review activities and give feedback on time were two major challenges during the cycles. The TPACK model suggests a comprehensive and effective teaching approach that can help enhance nursing students' English writing performance. Teachers are advised to consider its implementation when designing their syllabus. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

    Science.gov (United States)

    Purwianingsih, W.; Mardiyah, A.

    2018-05-01

    Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

  13. RAISING INFORMATION AND COMMUNICATION TECHNOLOGIES COMPETENCE OF SCIENTIFIC AND PEDAGOGICAL EMPLOYEES - A KEY REQUIREMENT OF THE QUALITY OF EDUCATIONAL PROCESS

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    Nataliia V. Morze

    2017-06-01

    Full Text Available In the article it was analyzed one of the basic conditions of providing the quality of higher education according to the system of internal quality assurance standards ESG (European quality assurance standards and guidelines to increase the ICT competence of scientific-pedagogical staff of the University. It was described the modular system of training for scientific and pedagogical staff of the Borys Grinchenko Kyiv University. Special attention is paid to the description of the system of raising the level of formation the ICT competence as one of the key competences of the modern teacher. The system of professional development, which is based on creating mixed studying and technology of "flipped classroom", formative assessment, innovative educational and ICT technologies according to the specially designed informative module "Informational and communication technologies", which allows scientific-pedagogical staff to use modern ICT and educational technologies effectively for their further applying in the provision of educational services and the development of quality of open educational content and open educational e-environment available to the student at any convenient time, which will significantly improve the quality of the educational process.

  14. Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge?

    Science.gov (United States)

    Henning, Elizabeth

    2013-01-01

    This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…

  15. Pedagogical Content Knowledge and Educational Cases in Computer Science: an Exploration

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    Koppelman, Hermannus

    2008-01-01

    The concept of pedagogical content knowledge has been explored in the context of several disciplines, such as mathematics, medicine and chemistry. In this paper the concept is explored and applied to the subject matter of computer science, in particular to the sub domain of building UML class

  16. Technology pedagogy: Six teacher candidates' developing pedagogical models for the use of computers in science instruction

    Science.gov (United States)

    Myhre, Oddmund Reidar

    1997-12-01

    This study investigated how teacher candidates' developing pedagogical beliefs and knowledge of technology influenced their perception of such tools in the teaching of subject matter as they complete the initial course work of their professional program. The purpose of the study was to conceptualize more clearly the relationship between prospective teachers' thinking about computer technology and the content of their professional education. A case study methodology was used to investigate changes in six pre-service secondary science teachers' thinking about technology as a pedagogical tool. Two of the teachers had extensive experience with technology upon entering the teacher preparation course-work, whereas the other four were novice computer users. Data included three semi structured interviews and non-participant observations during the technology course-work. Additional data were collected in the form of interviews with university faculty and cooperating teachers. Analysis of these data indicated that prospective candidates entered teacher education viewing technology as a tool that supports a teacher centered classroom. As the candidates explored more student centered approaches to teaching, they found less room for technology in their images of their future practice. The data also indicated that the technology course-work was isolated from the rest of the teacher education program and many of the misconceptions about technology that the candidates brought to their professional preparation were left unchallenged.

  17. Using Delphi Methodology to Design Assessments of Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Manizade, Agida Gabil; Mason, Marguerite M.

    2011-01-01

    Descriptions of methodologies that can be used to create items for assessing teachers' "professionally situated" knowledge are lacking in mathematics education research literature. In this study, researchers described and used the Delphi method to design an instrument to measure teachers' pedagogical content knowledge. The instrument focused on a…

  18. An Exploration of the Technological, Pedagogical and Content Knowledge (TPACK Framework: Utilising a Social Networking Site in Irish Higher Education

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    Matt Glowatz

    2015-06-01

    Full Text Available Research into the use of social media for academic purposes is growing. Much of it suggests that social networking sites (SNSs could be used as innovative tools for teaching (Duncan & Baryzck, 2013; Harris, 2012; O’Brien & Glowatz, 2013. This paper argues that research in this field has often neglected to take account of the pedagogy involved in successfully utilising a SNS for educational purposes. Koehler & Mishra (2009 have proposed the technological, pedagogical and content knowledge framework (TPACK to explore the relationship of technology to teaching in order to build the basis for further research. We explore the suitability of the TPACK framework in the context of SNSs for academic engagement, and we review its relevance to the adoption of a SNS as a teaching tool. Our investigation so far suggests that the current TPACK framework overlooks some important elements that are relevant to the adoption of SNSs. This paper outlines some of these overlooked elements and evaluates the use of the TPACK framework in the exploration of SNS usage in higher education to engage students with curriculum. Specifically, we address the key question, ‘Does the TPACK framework provide an insight into the knowledge base required to effectively deliver a module utilizing SNSs?’

  19. Describing Instrumental Music Teachers' Thinking: Implications for Understanding Pedagogical Content Knowledge

    Science.gov (United States)

    Millican, J. Si

    2013-01-01

    Pedagogical content knowledge, the particular ways that teachers understand their subjects in order to instruct others, has been described and explored in the math and science education fields in some depth, yet little research exists illustrating this concept in music instruction. I used a descriptive approach to explore expert beginning band…

  20. Renegotiating the pedagogic contract: Teaching in digitally enhanced secondary science classrooms

    Science.gov (United States)

    Ajayi, Ajibola Oluneye

    This qualitative case study explores the effects of emerging digital technology as a teaching and learning tool in secondary school science classrooms. The study examines three teachers' perspectives on how the use of technology affects the teacher-student pedagogic relationship. The "pedagogic contract" is used as a construct to analyze the changes that took place in these teachers' classrooms amid the use of this new technology. The overarching question for this research is: How was the pedagogic contract renegotiated in three secondary science teachers' classrooms through the use of digitally enhanced science instruction. To answer this question, data was collected via semi-structured teacher interviews, classroom observations, and analysis of classroom documents such as student assignments, tests and Study Guides. This study reveals that the everyday use of digital technologies in these classrooms resulted in a re-negotiated pedagogic contract across three major dimensions: content of learning, method and management of learning activities, and assessment of learning. The extent to which the pedagogic contract was renegotiated varied with each of the teachers studied. Yet in each case, the content of learning was extended to include new topics, and greater depth of learning within the mandated curriculum. The management of learning was reshaped around metacognitive strategies, personal goal-setting, individual pacing, and small-group learning activities. With the assessment of learning, there was increased emphasis on self-directed interactive testing as a formative assessment tool. This study highlights the aspects of science classrooms that are most directly affected by the introduction of digital technologies and demonstrates how those changes are best understood as a renegotiation of the teacher-student pedagogic contract.

  1. Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning

    Science.gov (United States)

    Rosas, Fátima Weber; Rocha Machado, Leticia; Behar, Patricia Alejandra

    2016-01-01

    This article proposes a pedagogical architecture (PA) focused on the development of competencies for music technology in education. This PA used free Web 3.0 technologies, mainly those related to production and musical composition. The pedagogical architecture is geared for teachers and those pursing a teaching degree, working in distance…

  2. Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset

    Science.gov (United States)

    Murray, Eileen; Durkin, Kelley; Chao, Theodore; Star, Jon R.; Vig, Rozy

    2018-01-01

    Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between…

  3. Subject-specific pedagogical content knowledge: Implications for alternatively and traditionally trained biology teachers

    Science.gov (United States)

    Ravgiala, Rebekah Rae

    Theories regarding the development of expertise hold implications for alternative and traditional certification programs and the teachers they train. The literature suggests that when compared to experts in the field of teaching, the behaviors of novices differ in ways that are directly attributed to their pedagogical content knowledge. However, few studies have examined how first and second year biology teachers entering the profession from traditional and alternative training differ in their demonstration of subject-specific pedagogical content knowledge. The research problem in this multicase, naturalistic inquiry investigated how subject-specific pedagogical content knowledge was manifested among first and second year biology teachers in the task of transforming subject matter into forms that are potentially meaningful to students when explicit formal training has been and has not been imparted to them as preservice teachers. Two first year and two second year biology teachers were the subjects of this investigation. Allen and Amber obtained their certification through an alternative summer training institute in consecutive years. Tiffany and Tricia obtained their certification through a traditional, graduate level training program in consecutive years. Both programs were offered at the same northeastern state university. Participants contributed to six data gathering techniques including an initial semi-structured interview, responses to the Conceptions of Teaching Science questionnaire (Hewson & Hewson, 1989), three videotaped biology lessons, evaluation of three corresponding lesson plans, and a final semi-structured interview conducted at the end of the investigation. An informal, end-of-study survey intended to offer participants an opportunity to disclose their thoughts and needs as first year teachers was also employed. Results indicate that while conceptions of teaching science may vary slightly among participants, there is no evidence to suggest that

  4. CURRENT DIRECTIONS OF RESEARCH IN INFORMATION- COMMUNICATION TECHNOLOGIES IN THE FIELD OF PEDAGOGICAL SCIENCE.

    Directory of Open Access Journals (Sweden)

    O.N. Spirin

    2010-11-01

    Full Text Available In the publication modern research areas of information-communication technologies in pedagogical science are identified. The basic requirements of the new passport for the specialty 13.00.10 - Information and Communication Technologies in Education are described. On this specialty the defence of the degree of doctor and candidate of pedagogical science may be carried out.

  5. Examining Primary Schools' Physical Education Coordinators' Pedagogical Content Knowledge of Games: Are We Just Playing as This?

    Science.gov (United States)

    Ward, Gavin

    2013-01-01

    A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In…

  6. Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia

    Science.gov (United States)

    Williams, Jennifer S.

    2012-01-01

    In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

  7. Pre-Service Chemistry Teachers' Beliefs about Teaching and Their Pedagogical Content Knowledge

    Science.gov (United States)

    Oskay, Ozge Ozyalcin; Erdem, Emine; Yilmaz, Ayhan

    2009-01-01

    In this study the relationship between pre-service chemistry teachers' beliefs about teaching and their pedagogical content knowledge were investigated. The sample of the study consists of 99 pre-service chemistry teachers attending Hacettepe University, Faculty of Education. As data collection tools the adapted form of "Beliefs About…

  8. Distributed Repositories for Educational Content - Part 2: Technology

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    Christian Lukaschik

    2011-07-01

    Full Text Available In Part 1 of this article we discussed the need for information quality and the systematic management of learning materials and learning arrangements. Digital repositories, often called Learning Object Repositories (LOR, were introduced as a promising answer to this challenge. We also derived technological and pedagogical requirements for LORs from a concretization of information quality criteria for e-learning technology. This second part presents technical solutions that particularly address the demands of open education movements, which aspire to a global reuse and sharing culture. From this viewpoint, we develop core requirements for scalable network architectures for educational content management. We then present edu-sharing, an advanced example of a network of homogeneous repositories for learning resources, and discuss related technology. We conclude with an outlook in terms of emerging developments towards open and networked system architectures in e-learning.

  9. Pedagogical content knowledge and preparation of high school physics teachers

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    Eugenia Etkina

    2010-08-01

    Full Text Available This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK. The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

  10. Integration оf Foreign Educational Technologies іn the Content of Program of Pre-School Education in Ukraine

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    Nadiia Frolenkova

    2017-02-01

    Full Text Available Reveals the integration and implementation of foreign educational technologies in the content of educational programs of preschool education in Ukraine. The emphasis on the implementation of programs for the ideas of Waldorf education, Montessori programs, “SelfEsteem”, “Step by Step”, “Education for sustainable development for children of pre-school age”. It is proved that the integration of foreign educational technologies in the process of optimizing the scientific and methodological support preschool education content Ukraine simulated based priority, primarily oriented humanistic, pedagogical ideas and technologies.Key words: educational technologies, integration, educational program, content of preschool education, children of pre-school age.

  11. Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

    Science.gov (United States)

    Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

    2017-01-01

    We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field…

  12. A Portal of Educational Resources: Providing Evidence for Matching Pedagogy with Technology

    Science.gov (United States)

    Di Blas, Nicoletta; Fiore, Alessandro; Mainetti, Luca; Vergallo, Roberto; Paolini, Paolo

    2014-01-01

    The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge)…

  13. The development of pedagogical content knowledge in science teachers: New opportunities through technology-mediated reflection and peer-exchange

    Science.gov (United States)

    Madeira, M. Cheryl-Ann

    This design-based research study investigates the development of pedagogical content knowledge among nine teacher-participants (N = 9) in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher's understanding of the content to be instructed, but also ways of how to teach that content effectively. This knowledge has been well documented over several decades, and is seen as central to teacher expertise. However, its actual development has been difficult for researchers to investigate. This study offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson. The study includes two specific interventions designed to enhance teachers' development of PCK: (1) scaffolded reflection that occurs throughout the practices; and (2) peer-exchange of lesson plans, enactment ideas, and completed reflections. The findings demonstrate that teachers improve their planning and enactment of project-based technology-enhanced lessons with scaffolded reflection and peer exchange. Positive correlations were seen between teachers' engagement in the reflections and the quality of their lesson planning. Teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts. Positive correlations were also seen between community influence and teacher lesson plans and enactment. Additionally, positive correlations were confirmed between teachers' level of participation in the peer exchange activities and the quality of their lesson planning and enactments. Teachers who contributed more deeply within the online and face-to-face peer community meetings benefited from the different perspectives of their peers about student learning and the best ways to succeed with project-based instruction. This study allowed some insight into

  14. Teaching Reaction Stoichiometry: Exploring and Acknowledging Nigerian Chemistry Teachers Pedagogical Content Knowledge

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    Ayoade Ejiwale Okanlawon

    2010-06-01

    Full Text Available Although there is a growing interest in studies of students’ problem-solving strategies and difficulties, and misconceptionsregarding stoichiometry, little is known about the way teachers understand and teach reaction stoichiometry. This articlepresents a case study of pedagogical content knowledge put into actions by chemistry teachers when teaching the topic ofstoichiometry to second year senior secondary school students. Fourteen chemistry teachers with teaching experience rangingfrom 5 to 20 years were involved in this study. Research data were obtained from classroom observations and videotapedrecordings of classroom practice. Analyses of the teachers’ teaching activities revealed their skillfulness, resourcefulness, andweaknesses in terms of pedagogical content knowledge displayed when teaching stoichiometry. The results of this exploratorystudy offer insight into the knowledge systems that need to be expanded, enriched, and elaborated for teaching stoichiometry.To better understand the findings of this study, the results obtained were presented under two separate sections: (1 resultsconcerning introducing reaction stoichiometry to students and (2 results concerning leading students to identify limitingreagents. Implications for instruction and teachers’ professional development are offered.

  15. Comparative Analysis of Pedagogical Technologies in the Context of Future Agrarians' Multicultural Education in the USA

    Science.gov (United States)

    Kravets, Ruslan

    2015-01-01

    In the article the comparative analysis of pedagogical technologies in the USA has been carried out in the context of future agrarians' multicultural education. The essence of traditional and innovative pedagogical technologies and the peculiarities of their realization at higher educational establishments have been viewed. The expediency of…

  16. TECHNOLOGIES AND PEDAGOGICAL MEDIATION IN DISTANCE HIGHER EDUCATION

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    Vilma Geni Slomsk

    2016-04-01

    Full Text Available This study investigated of the limits and possibilities of the pedagogical use of technologies in distance higher education according to the perceptions of professors working um a regular accounting course. Qualitative-descriptive research was done, with data collected by means of an online questionnaire with open-questions and then analyzed by means of content analysis. The following benefits of Distance Higher Education, according to the professors, were found: “the access to higher education”, “flexibility of time and physical space”, “student´s self-discipline and self-learning”. As critical points, they mentioned “lack of an online educational background of professors and students” and the “difficulty promoting professor/student interaction”. As a challenge, the professors mentioned “dealing with the absence of a direct relationship professor/student”, that is, the “face-toface situation", which is common in a classroom; the use of strategies and resources that promote the exchange of experiences and interaction”, the “student´s profile”, “lack of student´s maturity”, “self-discipline”. Therefore, it is concluded that digital media are also regarded by professors as mere instructional tools, which a fact that makes a more critical understanding of technologies and the use of their full potential, especially as a way of cultural expression and production.

  17. Use of the Rasch Measurement Model to Explore the Relationship between Content Knowledge and Topic-Specific Pedagogical Content Knowledge for Organic Chemistry

    Science.gov (United States)

    Davidowitz, Bette; Potgieter, Marietjie

    2016-01-01

    Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the…

  18. Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

    Science.gov (United States)

    Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

    2017-01-01

    While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

  19. Guidelines for the development of scientific texts; path of pedagogical training to the medical technology teacher

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    Betty Jacqueline Gaibor-Donoso

    2017-03-01

    Full Text Available In general, the teacher who works in the process of training the medical technology professional receives training in a medical sense, with emphasis on the subjects related to patient care and from the cognitive perspectives of the human being in their physical and mental integrity. More is not always assured the content with a view to how to write different texts that throughout the exercise of their profession must do and that have a scientific nature and pedagogical basis. In this sense, this article is oriented from which propose guidelines that favor the training in writing scientific texts, with emphasis in the article, related to the work of the medical technology professional.

  20. The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons During Field Practice to Develop Pedagogical Content Knowledge

    Science.gov (United States)

    Juhler, Martin Vogt

    2016-08-01

    Recent research, both internationally and in Norway, has clearly expressed concerns about missing connections between subject-matter knowledge, pedagogical competence and real-life practice in schools. This study addresses this problem within the domain of field practice in teacher education, studying pre-service teachers' planning of a Physics lesson. Two means of intervention were introduced. The first was lesson study, which is a method for planning, carrying out and reflecting on a research lesson in detail with a learner and content-centered focus. This was used in combination with a second means, content representations, which is a systematic tool that connects overall teaching aims with pedagogical prompts. Changes in teaching were assessed through the construct of pedagogical content knowledge (PCK). A deductive coding analysis was carried out for this purpose. Transcripts of pre-service teachers' planning of a Physics lesson were coded into four main PCK categories, which were thereafter divided into 16 PCK sub-categories. The results showed that the intervention affected the pre-service teachers' potential to start developing PCK. First, they focused much more on categories concerning the learners. Second, they focused far more uniformly in all of the four main categories comprising PCK. Consequently, these differences could affect their potential to start developing PCK.

  1. Strengthening the Conceptualization of Mathematics Pedagogical Content Knowledge for International Studies: A Taiwanese Perspective

    Science.gov (United States)

    Hsieh, Feng-Jui

    2013-01-01

    This paper discusses different conceptual frameworks for measuring mathematics pedagogical content knowledge (MPCK) in international comparison studies. Two large-scale international comparative studies, "Mathematics Teaching in the Twenty-First Century" (MT21; Schmidt et al., 2011) and the "Teacher Education and Development Study…

  2. BUILDING BLOCKS: ENMESHING TECHNOLOGY AND CREATIVITY WITH ARTISTIC PEDAGOGICAL TECHNOLOGIES

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    Katherine J.JANZEN

    2017-01-01

    Full Text Available Using the analogy of children’s building blocks, the reader is guided through the results of a research study that explored the use of three Artistic Pedagogical Technologies (APTs. ‘Building blocks’ was the major theme that emerged from the data. Sub-themes included developing community, enhancing creativity, and risk taking. The discourse of the paper centers on how selected APTs stimulate interaction, create social presence, and help develop community in the online post-secondary classroom. Additional findings are discussed and implications are presented.

  3. Examining science teachers' pedagogical content knowledge in the context of a professional development program

    NARCIS (Netherlands)

    Wongsopawiro, Dirk Soenario

    2012-01-01

    This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science. The main questions in this study were: What is

  4. CRISIS OF PEDAGOGICAL CULTURE AND SOME PROBLEMS OF THE MODERN PEDAGOGICAL THOUGHT

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    R. M. Asadullin

    2017-01-01

    Full Text Available The evolution of content and forms of the dominating social relations caused the crisis of education; one of negative consequences of that crisis has become a gradual loss of the spiritual and moral bases of pedagogical culture. The possibilities of formation and realization of standards of behavior and work of teachers are discussed in the present publication based on culturological and axiological approaches to a phenomenon of this type of culture.The aim of the article is to determine the nature of the changes in the pedagogical culture of the teacher, reflected on the content of the theoretical and practical pedagogy.Methodology and research methods. The study is based on the philosophical-cultural analysis of the problems of formation and realization of pedagogical culture of norms in the context of the destabilization of modern axiological standards of professional teaching. We used the methods of theoretical research, including interdisciplinary analysis and synthesis of information from the philosophical, sociological, psychological and educational literature; empirical methods: the study of the experience of professional educational activities in a cultural context, questioning, interview.Results. The pedagogical culture of the teacher is characterized as the anthropomorphous practice which is putting forward a Person as the leading carrier of content of education and the main value. Research thesis on the declared range of problems of the Russian and foreign authors are presented. The changes in cultural practice and discursive formations in education are established; the difference of classical and modern understanding of pedagogical culture is stated. The role and value of pedagogical science in formation of a new view on essence of professional culture of the teacher in the conditions of crisis of the anthropocentric absolutes are considered.The authors set changes in cultural practices and discursive formations that distinguish the

  5. The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge

    Science.gov (United States)

    Bodzin, Alec; Peffer, Tamara; Kulo, Violet

    2012-01-01

    Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy…

  6. Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Hubbard, Aleata Kimberly

    2017-01-01

    In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

  7. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

    2016-01-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

  8. INTEGRATION OF FRACTAL AND NEURAL NETWORK TECHNOLOGIES IN PEDAGOGICAL MONITORING AND ASSESSMENT OF KNOWLEDGE OF TRAINEES

    Directory of Open Access Journals (Sweden)

    Svetlana N Dvoryatkina

    2017-12-01

    Full Text Available The possibility of statement and solution of the problem of searching of theoretical justification and development of efficient didactic mechanisms of the organization of process of pedagogical monitoring and assessment of level of knowledge of trainees can be based on convergence of the leading psychological and pedagogical, mathematical, and informational technologies with accounting of the modern achievements in science. In the article, the pedagogical expediency of realization of opportunities of means of informational technologies in monitoring and assessment of the composite mathematical knowledge, in the management of cognitive activity of students is proved. The ability to integrate fractal methods and neural network technologies in perfecting of a system of pedagogical monitoring of mathematical knowledge of trainees as a part of the automated training systems (ATS is investigated and realized in practice. It is proved that fractal methods increase the accuracy and depth of estimation of the level of proficiency of students and also complexes of intellectual operations of the integrative qualities allowing to master and apply cross-disciplinary knowledge and abilities in professional activity. Neural network technologies solve a problem of realization of the personal focused tutoring from positions of optimum individualization of mathematical education and self-realization of the person. The technology of projection of integrative system of pedagogical monitoring of knowledge of students includes the following stages: establishment of the required tutoring parameters; definition and preparation of input data for realization of integration of fractal and neural network technologies; development of the diagnostic module as a part of the block of an artificial intelligence of ATS, filling of the databases structured by system; start of system for obtaining the forecast. In development of the integrative automated system of pedagogical

  9. The pedagogical content knowledge of Danish geography teachers in a changing schooling context

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2016-01-01

    the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge......This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching...

  10. Content and Language Integrated Learning in the Netherlands: Teachers' Self-Reported Pedagogical Practices

    Science.gov (United States)

    van Kampen, Evelyn; Admiraal, Wilfried; Berry, Amanda

    2018-01-01

    In recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported pedagogical practices of CLIL teachers in the Netherlands. To investigate these teachers' pedagogies, a questionnaire was designed, validated and,…

  11. Development of Pre-Service Physics Teachers' Pedagogical Content Knowledge (PCK) throughout Their Initial Training

    Science.gov (United States)

    Karal, Isik Saliha; Alev, Nedim

    2016-01-01

    The purpose of this study was to investigate the development of pre-service physics teachers' pedagogical content knowledge (PCK) on the subject of electricity and magnetism after their completion of physics and mathematics courses. A descriptive longitudinal development research was carried out with 13 pre-service teachers (PTs) who completed…

  12. Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine

    Science.gov (United States)

    Yankovych, Iryna

    2014-01-01

    The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims,…

  13. The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education

    Science.gov (United States)

    Mecoli, Storey

    2013-01-01

    Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK…

  14. Linking Serious Game Narratives with Pedagogical Theories and Pedagogical Design Strategies

    Science.gov (United States)

    De Troyer, Olga; Van Broeckhoven, Frederik; Vlieghe, Joachim

    2017-01-01

    Narrative-based serious games present pedagogical content and interventions through an interactive narrative. To ensure effective learning in such kind of serious games, designers are not only faced with the challenge of creating a compelling narrative, but also with the additional challenge of incorporating suitable pedagogical strategies.…

  15. Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

    Science.gov (United States)

    Lederman, Norman G.; Gess-Newsome, Julie

    1992-01-01

    Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

  16. Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

    Science.gov (United States)

    Mthethwa-Kunene, Khetsiwe Eunice Faith

    Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

  17. The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest

    Science.gov (United States)

    Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.

    2017-01-01

    This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

  18. Information technologies in carrying out monitoring comparisons of pedagogical higher education institutions

    Directory of Open Access Journals (Sweden)

    Вадим Валерьевич Гриншкун

    2014-12-01

    Full Text Available In article various approaches to use of information technologies when carrying out monitoring researches of higher educational institutions are described. Results of researches are considered on the example of indicators of pedagogical university.

  19. Reading Comprehension in Test Preparation Classes: An Analysis of Teachers' Pedagogical Content Knowledge in TESOL

    Science.gov (United States)

    Irvine-Niakaris, Christine; Kiely, Richard

    2015-01-01

    This article examines the pedagogical content knowledge which underpins the practices in reading lessons of experienced teachers in test preparation classes. It takes as a starting point the assumption that practice is shaped by teacher cognitions, which are established through professional training and classroom experience. Thus, the study…

  20. Investigating Coherence among Turkish Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge and Practice

    Science.gov (United States)

    Bahcivan, Eralp; Cobern, William W.

    2016-01-01

    This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with…

  1. Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China

    Science.gov (United States)

    Liu, Haixia; Lin, Chin-Hsi; Zhang, Dongbo

    2017-01-01

    Though pedagogical beliefs have been identified as critical factors in the success of technology integration, very few studies have included them in technology-adoption models. The present study revises the Technology Acceptance Model (TAM) by adding teachers' pedagogical beliefs, and tests the revised model among university-level…

  2. Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2017-01-01

    This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…

  3. Exploring the Complexity of Teaching: The Interaction between Teacher Self-Regulation and Pedagogical Content Knowledge

    Science.gov (United States)

    Uzuntiryaki-Kondakci, Esen; Demirdögen, Betül; Akin, Fatma Nur; Tarkin, Aysegul; Aydin-Günbatar, Sevgi

    2017-01-01

    This study combined two important frameworks--teacher self-regulation and pedagogical content knowledge (PCK)--to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of…

  4. Transformation of Teacher Practice Using Mobile Technology with One-to-One Classes: M-Learning Pedagogical Approaches

    Science.gov (United States)

    Lindsay, Lucie

    2016-01-01

    The rapid global uptake of mobile technology is reflected in pioneering New Zealand schools. Teachers of classes where each student uses a mobile device were surveyed on how frequently they use various mobile learning activities and asked to describe the new pedagogical opportunities it offers. The teachers' m-learning pedagogical approaches and…

  5. The Relationship between Faculty's Pedagogical Content Knowledge and Students' Knowledge about Diversity in Online Courses

    Science.gov (United States)

    Chaudhery, Mitali

    2012-01-01

    The purpose of this proposed study will be to examine the relationship between faculty's pedagogical content knowledge and the design of online curriculum to teach students about diversity in a higher education environment. One hundred twenty-seven faculty teaching online courses at a Midwestern state will be selected on non-random sampling to…

  6. Implementation of Pedagogical Content Knowledge (PCK) of Mathematics Teachers in Teaching Practice: A Case Study

    Science.gov (United States)

    Maryono; Sutawidjaja, Akbar; Subanji; Irawati, Santi

    2017-01-01

    This study aims to describe the implementation of pedagogical content knowledge (PCK) of mathematics teachers in the teaching practice of the material system of linear equations of two variables (SLETV). The approach used is a qualitative case study. The main instrument is the researchers themselves and the supporting instruments is a vignette…

  7. Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies

    Directory of Open Access Journals (Sweden)

    Marie Evens

    2015-01-01

    Full Text Available Pedagogical content knowledge (PCK is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science, a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1 How are the studies designed? (2 How are the interventions designed? and (3 What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and science education and use a qualitative methodology. Reflection, PCK courses, contact with other teachers, and experiences in educational practice are typically part of effective interventions. The review enables the identification of clear guidelines that may strengthen future research on stimulating PCK.

  8. Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

    Science.gov (United States)

    Johnston, Jane; Ahtee, Maija

    2006-01-01

    This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

  9. Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

    Science.gov (United States)

    Hayden, H. Emily; Eades Baird, Michelle

    2018-01-01

    Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to…

  10. Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

    Science.gov (United States)

    Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

    2018-01-01

    This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

  11. Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

    Science.gov (United States)

    O'Brien, Stephanie

    Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current

  12. Overcoming Pedagogical, Social/Cultural, and Attitudinal Barriers to Technology Integration in K-5 Schools

    Science.gov (United States)

    Durff, Lisa

    2017-01-01

    Technology engages and increases academic achievement for K-5 students, but teachers face attitudinal, social/cultural, and pedagogical barriers when they integrate technology for student learning. Although some teachers overcome these barriers, it remains unclear how they do so. The purpose of this qualitative multiple case study was to analyze…

  13. Pedagogical Content Knowledge of Argumentation: Using Classroom Contexts to Assess High-Quality PCK Rather than Pseudoargumentation

    Science.gov (United States)

    McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna

    2016-01-01

    Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…

  14. Using concept mapping for faculty development in the context of pedagogic frailty

    Directory of Open Access Journals (Sweden)

    Bárbara de Benito

    2017-09-01

    Full Text Available The quality of teaching does not depend exclusively on the knowledge and experience of teachers, but also on the contextual variables that go along with the teaching (attitude, objectives, students, resources, etc. or dimensions of pedagogic frailty (regulative and instructional discourse, pedagogy and discipline, research teaching nexus and locus of control. Identifying these variables may help to enhance teaching. A procedure for the capture, representation and transfer of knowledge between peers regarding active didactic methodologies supported by Information and Communication Technologies (ICT was applied in a case study research. The data were represented by concept maps. The aim was to identify variables that affect Technological Pedagogical Content Knowledge (TPACK, the use of technology in teaching and pedagogic frailty, through the analysis of the interrelations among the concept maps.The analysis of the maps shows the implementation of many innovations with ICT (project-based learning, service-learning, collaborative learning, their positive aspects and the difficulties in carrying them out. The teachers involved pointed out some factors that contribute to the development of pedagogic frailty, including the number of students in each class, the organization of teaching, the motivation, among others, and as conditions for a greater progress in innovative educational experiments using ICT.

  15. CONTENT MANAGEMENT SYSTEM FOR EDUСATIONAL SITES

    Directory of Open Access Journals (Sweden)

    Natalia T. Zadorozhna

    2010-08-01

    Full Text Available Technological aspects of Content Management System (CMS-system, developed by the Internet-center of education branch are analysed in the article. As well as CMS-system for site "PCERU" (Public Council of Education and Researchers of Ukraine, portal of the State National Pedagogical Library of Ukraine V.O. Sukhomlinskogo, methodological and technological aspects of creation of the electronic version of scientifically-methodical magazine «The Ukrainian language and the literature at school» Institute of pedagogics of APS of Ukraine are described.

  16. Psychological and Pedagogical Foundations of Multimedia Technologies Application for School Use

    Directory of Open Access Journals (Sweden)

    Larisa A. Shkutina

    2013-01-01

    Full Text Available The article deals with the topical problem of psychological and pedagogical basis development for the use of new information technologies at university and at school. Features of the use of multimedia technologies were studied, basing on the analysis of scientific works. Multimedia technologies have a number of advantages and possibilities to influence psychological environment of students and the internal processes of educational information processing by the human brain. The advisability of the use of multimedia technologies, enabling to apply all kinds of information, affecting the sensor channels, and summing up in a single image is proved. High didactic possibilities of multimedia technologies, contributing to the performance of cognitive, creative, informational, social, adaptive and other needs of students are revealed.

  17. The ways of improvement of content and pedagogical conditions of preparation of master of preschool education in the context of development of creative potential

    Directory of Open Access Journals (Sweden)

    Oleksandra Iemchyk

    2017-04-01

    Full Text Available The necessity of changes in the process of professional preparation of master of preschool education, which is caused by insufficient preparation of graduates to solve problems in this field, low level of creative potential and, as the consequence, unavailability to realization creative pedagogical activity is outlined in the article. The main ways of improvement of content and pedagogical conditions of development of creative potential of master of preschool education in the process of professional preparation are presented: the improvement of content of scientific theoretical preparation of master, studying of progressive pedagogical experience; learning of professional pedagogical disciplines with the reliance to creative tasks with problem search nature; implementation to the educational process of magistracy of institution of higher education on the specialty “Preschool education” of special course “The foundations of development of creative potential of pedagogue”; attraction of students to the creative pedagogical practice; organization and management of students creative process from the side of teachers. There are also identified the perspectives of solution of the problem of development of creative abilities of personality of pedagogue during the professional preparation in the institution of higher education. The implementation of these ways to the educational process will contribute the increasing the readiness of graduates of institutions of higher education to realize pedagogical activity on the creative level, selfdevelopment and self-improvement of their personality.Key words: creative potential of master of preschool education, the professional preparation, the ways of improvement of content of professional preparation.

  18. Pedagogical Interaction in High School, the Structural and Functional Model of Pedagogical Interaction

    Science.gov (United States)

    Semenova, Larissa A.; Kazantseva, Anastassiya I.; Sergeyeva, Valeriya V.; Raklova, Yekaterina M.; Baiseitova, Zhanar B.

    2016-01-01

    The study covers the problems of pedagogical technologies and their experimental implementation in the learning process. The theoretical aspects of the "student-teacher" interaction are investigated. A structural and functional model of pedagogical interaction is offered, which determines the conditions for improving pedagogical…

  19. Pedagogical Content Knowledge of Experts and Novices--What Knowledge Do They Activate When Analyzing Science Lessons?

    Science.gov (United States)

    Krepf, Matthias; Plöger, Wilfried; Scholl, Daniel; Seifert, Andreas

    2018-01-01

    In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context-specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a…

  20. Pedagogical Content Knowledge for World History Teachers: What Is It? How Might Prospective Teachers Develop It?

    Science.gov (United States)

    Harris, Lauren McArthur; Bain, Robert B.

    2011-01-01

    This article takes up the question of world history teachers' pedagogical content knowledge by reporting on two separate but related projects. In the first, we briefly discuss an empirical investigation one of the authors conducted into the ways that pre- and in-service world history teachers think about, organize, and make meaning of separate and…

  1. Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions

    NARCIS (Netherlands)

    Gemmink, Michelle; Fokkens-Bruinsma, Marjon; Pauw, Ietje; van Veen, Klaas

    2017-01-01

    In Dutch primary schools, pedagogical actions seem to receive much less attention than content knowledge. This is the consequence of several developments and innovations that aimed at enhancing pupils’ learning outcomes and at improving teachers’ content knowledge and didactic actions. This results

  2. Pedagogical quality in e-learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach....... Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design...

  3. "Buddy System": A Pedagogical Innovation to Promote Online Interaction (Sistema de amigos: una innovación pedagógica para fomentar la interacción en línea)

    Science.gov (United States)

    Espitia Cruz, Martha Isabel; Kwinta, Anna

    2013-01-01

    Recent technological development has created new pedagogical practices in the EFL classroom to maximize the time for students to use the language by considering online tools. Whilst working in a pedagogical context with new technologies, some educators were concerned with how online interaction in EFL content-based classes could be effectively…

  4. FUTURE TEACHERS TRAINING TO INNOVATIVE PEDAGOGICAL ACTIVITY: CONTEXT APPROACH

    Directory of Open Access Journals (Sweden)

    Shevchenko L.

    2017-03-01

    Full Text Available The innovative processes in education arose in different historical periods and determined its development. The analysis of theoretical and experimental studies showed that now the teachers have difficulty in developing and implementing innovative technologies, choosing the most appropriate pedagogical methods and assets. The widespread innovations lead to changes in future teachers’ training to the professional activity. The leading objective of higher pedagogical education is to train teacher who has the developed personal and professional skills, able to perform innovative teaching activity. The achievement of this strategic objective requires the organization of targeted training of future teachers to innovative pedagogical activity in terms of higher education system, promoting their professional and personal growth, the formation of innovative capacity and innovative culture. In this regard, there is a need to find approaches to education that are focused on the future content of professional activity. In our opinion, these requirements fully meet the contextual approach that provides consistent, continuous and systematic formation of future teachers’ readiness to innovative pedagogical activity. The this article we analyzed the features of the training of future teachers to innovative pedagogical activity; identified the possibilities of contextual education application in pedagogical institutions; considered the survey results of the beginning teachers of secondary and vocational schools; defined a number of innovative forms, methods and technologies for implementing the contextual education system thet allow combining educational, quasi professional and educational-professional activity, such as: design and usage of electronic educational resources, electronic teaching methods; engaging students into self-educational activity by means of Web services; fulfillment of individual and group projects based on Web and Blog-quests in which

  5. Developing company training by making use of new pedagogical ideas and technology

    Energy Technology Data Exchange (ETDEWEB)

    Latva, T.M.; Piirto, A. [Teollisuuden Voima Oy, Helsinki (Finland)

    2003-06-01

    In today's society success is based on applying new technological inventions in both training and work. From the point of view of learning and training this means that more attention needs to be paid on the ways knowledge and information technology can be used in teaching. The primary goal is to create a continuous and gradually deepening process of learning that motivates and is meaningful for the learner. The teacher should support the student in his independent knowledge structuring. What would be the right way to approach the employees so that they would gain confidence on themselves as the guides of their own learning. What are the pedagogical ways that help the teacher in creating an efficient and a meaningful learning environment. The trainers of the technical field usually have a strong knowledge on their own area of know-how, but the pedagogical points of view have been left aside during their time of education. The main challenge is, how to integrate the theoretical know-how and the didactic skills of the trainer into a working whole. (orig.)

  6. Developing company training by making use of new pedagogical ideas and technology

    International Nuclear Information System (INIS)

    Latva, T.M.; Piirto, A.

    2003-01-01

    In today's society success is based on applying new technological inventions in both training and work. From the point of view of learning and training this means that more attention needs to be paid on the ways knowledge and information technology can be used in teaching. The primary goal is to create a continuous and gradually deepening process of learning that motivates and is meaningful for the learner. The teacher should support the student in his independent knowledge structuring. What would be the right way to approach the employees so that they would gain confidence on themselves as the guides of their own learning. What are the pedagogical ways that help the teacher in creating an efficient and a meaningful learning environment. The trainers of the technical field usually have a strong knowledge on their own area of know-how, but the pedagogical points of view have been left aside during their time of education. The main challenge is, how to integrate the theoretical know-how and the didactic skills of the trainer into a working whole. (orig.)

  7. Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Beyer, Carrie J.; Davis, Elizabeth A.

    2012-01-01

    Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study…

  8. A Framework for Seeking the Connections between Technology, Pedagogy, and Culture: A Study in the Maldives

    Science.gov (United States)

    Adam, Aminath

    2017-01-01

    Educational technology researchers have often overlooked the effect of culture on teachers' use of digital technologies in their pedagogical practice. Several technology integration models, such as the Technology Adoption Model (TAM) and Technological, Pedagogical and Content Knowledge (TPACK), have also failed to explain the connections between…

  9. Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

    Science.gov (United States)

    Wati, S.; Fitriana, L.; Mardiyana

    2018-04-01

    Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers’ technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers’ TPACK in teaching linear equation still needs to be improved.

  10. Eliciting teachers' technological pedagogical knowledge

    NARCIS (Netherlands)

    Heitink, M.; Voogt, J.; Fisser, P.; Verplanken, L.; Braak, J.

    2017-01-01

    This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in

  11. Learning literacy and content through video activities in primary education

    NARCIS (Netherlands)

    Heitink, Maaike Christine; Fisser, Petra; McKenney, Susan; Resta, P.

    2012-01-01

    This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge

  12. Examination of the Topic-Specific Nature of Pedagogical Content Knowledge in Teaching Electrochemical Cells and Nuclear Reactions

    Science.gov (United States)

    Aydin, Sevgi; Friedrichsen, Patricia M.; Boz, Yezdan; Hanuscin, Deborah L.

    2014-01-01

    The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced…

  13. Preparing Teachers for Technology Based Teaching-Learning Using TPACK

    Science.gov (United States)

    Padmavathi, M.

    2017-01-01

    Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework for teachers to teach effectively using technology. This framework originates from the opinion that use of technology in educational context would be effective only if content, pedagogy and technology are aligned carefully. It implies that for teachers to use technology…

  14. Exploring the Progression in Preservice Chemistry Teachers' Pedagogical Content Knowledge Representations: The Case of "Behavior of Gases"

    Science.gov (United States)

    Adadan, Emine; Oner, Diler

    2014-01-01

    This multiple case study investigated how two preservice chemistry teachers' pedagogical content knowledge (PCK) representations of behavior of gases progressed in the context of a semester-long chemistry teaching methods course. The change in the participants' PCK components was interpreted with respect to the theoretical PCK learning…

  15. Developing pre-service science teachers' pedagogical content knowledge by using training program

    Science.gov (United States)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

    A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

  16. “UKRAINIAN SACRED MUSIC” ELECTRONIC STUDU GUIDE: CONTENT, STRUCTURE, USE RECOMMENDATIONS AT A PEDAGOGICAL HIGHER EDUCATION INSTITUTION

    Directory of Open Access Journals (Sweden)

    L. Gavrilova

    2013-03-01

    Full Text Available The article presents the electronic textbook “Ukrainian Sacred Music”, created for the students of pedagogical universities – future teachers of music. We consider the content of the electronic manual, its structure, requirements for the computer, as well as the prospects for its use in the classroom on the history of Ukrainian music and self-study.

  17. The change of pedagogical and psychological aspects under the introduction of in formational technologies in biochemistry teaching

    Directory of Open Access Journals (Sweden)

    E. V. Aleksandrova

    2013-02-01

    Full Text Available There is recommended in this article to change some principles in the formation of pedagogical and psychological aspects in teaching of informational technologies. Features for the development of tactic and strategy of the use of informational technologies in educational process are observed.

  18. Mapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts

    Science.gov (United States)

    Scoppio, Grazia; Covell, Leigha

    2016-01-01

    Increased technological advances, coupled with new learners' needs, have created new realities for higher education contexts. This study explored and mapped trends in pedagogical approaches and learning technologies in postsecondary education and identified how these innovations are affecting teaching and learning practices in higher education…

  19. A portal of educational resources: providing evidence for matching pedagogy with technology

    Directory of Open Access Journals (Sweden)

    Nicoletta Blas

    2014-05-01

    Full Text Available The TPACK (Technology, Pedagogy and Content Knowledge model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge, PCK (Pedagogical Content Knowledge and TCK (Technological Content Knowledge are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end and a portal (front-end of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’ and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection, teachers (looking for inspiration in their daily jobs and decision makers (making decisions about the introduction of technology into schools.

  20. Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

    Science.gov (United States)

    Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

    2017-02-01

    We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field and the inherent complexities that go with that. The results revealed that factors which involved their personal educational models, such as, how they interpret their school's curriculum, the relationship they see between physics and mathematics, the most effective strategies for teaching physics, and the time they have available to develop the topic played a significant role. The teachers considered it essential to establish new strategies that would motivate the pupils by helping them visualize the electric field.

  1. Analysis of a Moodle-Based Training Program about the Pedagogical Content Knowledge of Evolution Theory and Natural Selection

    Science.gov (United States)

    Stasinakis, Panagiotis K.; Kalogiannnakis, Michail

    2017-01-01

    In this study we aim to find out whether a training program for secondary school science teachers which was organized based on the model of Pedagogical Content Knowledge (PCK), could improve their individual PCK for a specific scientific issue. The Evolution Theory (ET) and the Natural Selection (NS) were chosen as the scientific issues of…

  2. Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth over Three Years

    Science.gov (United States)

    Monte-Sano, Chauncey; Budano, Christopher

    2013-01-01

    Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students'…

  3. Teacher Pedagogical Content Knowledge (PCK) and Students’ Reasoning and Wellbeing

    Science.gov (United States)

    Widodo, A.

    2017-02-01

    This paper summarizes findings of a study on efforts to improve teachers Pedagogical Content Knowledge and how it affects students’ reasoning and wellbeing. It was found that improvement of teachers’ PCK was not very strong but we managed to develop strategies to facilitate their developments. In the second year, the research was focused on identifying students’ reasoning skills both informal reasoning and formal reasoning. Data showed that students reasoning is relatively low (level 2 of five levels) and they could not construct highly coherence arguments. In addition alternative strategies to promote students’ reasoning were explored. Attempts to support teachers to conduct lessons that facilitate students’ reasoning found that teachers need intensive and continuous support. The study also identifies students’ wellbeing as the impact of improvement of lessons and other activities designed to improve students’ wellbeing. Research on students’ wellbeing is not yet given attention in Indonesian schools although it plays very important roles in students’ academic and nonacademic achievements.

  4. Teaching geography and information technology: The use of GIS in innovative pedagogical experiences

    Directory of Open Access Journals (Sweden)

    María Cecilia Zappettini

    2007-01-01

    Full Text Available This paper accounts for an innovative pedagogical experience carried out within the terms of the DINIECE, MECYT - FAHCE, UNLP agreement, which calls for the use of Geographical Information Systems (GIS with pedagogical purposes. Such experience took place in the course called "Urban Itineraries Seminar" at the Colegio Nacional Rafael Hernández, UNLP. From a geographical and didactic critical belief, the students were encouraged to understand the socio-environmental reality they live in. In order to do this, environmental issues were identified in the area of La Plata by means of a territorial and spatial analysis. The students lived and experienced a new line of work in which innovation was signated by the use of new technologies (GIS together with the didactic methodology which encourages meaningful learning.

  5. Digital educational contents that promote the effective integration of information and communication technologies

    Directory of Open Access Journals (Sweden)

    Micaela Manso

    2011-07-01

    Full Text Available This qualitative research study explores the relationship between the quality of curriculum designs that integrate ICTs and the quality of teachers’ actual implementation of these designs. To analyze them, we selected 10 qualities that build on TPACK (Technological Pedagogical Content Knowledge and the Teaching for Understanding framework (TfU. We selected three curriculum designs that integrate ICTs and conducted in-depth interviews to 6 secondary teachers, 34 students and 3 curriculum designers in Argentina, Mexico and Colombia. When themajority of the qualities were present in the curriculum designs, the majority of the qualities were also present in the teachers’ implementations. High quality curriculum designs that integrate ICTs tended to promote high quality teacher practices.

  6. A Technological Teacher Education Program Planning Model.

    Science.gov (United States)

    Hansen, Ronald E.

    1993-01-01

    A model for technology teacher education curriculum has three facets: (1) purpose (experiential learning, personal development, technological enlightenment, economic well-being); (2) content (professional knowledge, curriculum development competence, pedagogical knowledge and skill, technological foundations); and (3) process (planned reflection,…

  7. Integrated learning: Ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

    Directory of Open Access Journals (Sweden)

    Nora eHarr

    2015-06-01

    Full Text Available In teacher education, general pedagogical and psychological knowledge is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge and general pedagogical and psychological knowledge with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately-taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable pedagogical and psychological knowledge and greater simultaneous application of pedagogical and psychological knowledge and pedagogical content knowledge. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times.

  8. Professional Development Recognizing Technology Integration Modeled after the TPACK Framework

    Science.gov (United States)

    McCusker, Laura

    2017-01-01

    Public school teachers within a Pennsylvania intermediate unit are receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) framework (2006). A school environment where teachers are…

  9. Developing and evaluating a paper-and-pencil test to assess components of physics teachers' pedagogical content knowledge

    Science.gov (United States)

    Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

    2016-05-01

    Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge.

  10. The Essence of the Concept “Ethno-Pedagogical Competence”

    Directory of Open Access Journals (Sweden)

    Botakoz A. Zhekibaeva

    2014-03-01

    Full Text Available The paper discloses the nature and content of the notion “ethno-pedagogical competence”, based on a study of scientific works of Russian and foreign researchers. The analysis of these works shows that ethno-pedagogical competence as a scientific and pedagogical problem is disclosed in the ethno-pedagogical concept and is associated with the development of ethno-pedagogical science. The article presents an analysis of the definitions of “ethno-pedagogical competence” by several scientists; it discloses the driving conditions of the development of ethno-pedagogical competence in modern pedagogical science. The necessity of forming ethno-pedagogical competences as part of the training process of the future teachers at the university has been proven. The article defines more precisely the notion of “ethno-pedagogical competence of future teachers”, which is considered to be a set of integrative professionally significant personal qualities, contributing to the implementation of ethno-pedagogical knowledge, skills and professional experience in the conditions of a multi-ethnic educational environment.

  11. Science Teacher Educators' Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

    Science.gov (United States)

    Fraser, William J.

    2017-01-01

    This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI).…

  12. TEACHER’S PROFESSIONAL COMPETENCE IN E-LEARNING ENVIRONMENT: CONTENT AND SPHERES OF APPLICATION

    Directory of Open Access Journals (Sweden)

    Irene Stetsenko

    2015-09-01

    Full Text Available The article lays bare the notion “e-learning”. It presents and reasons the advantages of using e-learning tools and technologies. It shows the contents of teachers’ professional competence in the field of information and communication technologies. The problems and ways to compile and update the skills required to work effectively in e-learning environment in the context of continuous pedagogical educational system (pedagogical high school student-teacher-teacher educational organization are discussed in the article as well.

  13. Middle-School Teachers' Understanding and Teaching of the Engineering Design Process: A Look at Subject Matter and Pedagogical Content Knowledge

    Science.gov (United States)

    Hynes, Morgan M.

    2012-01-01

    This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they…

  14. Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

    Science.gov (United States)

    Sickel, Aaron J.; Friedrichsen, Patricia

    2018-01-01

    Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection…

  15. Understanding the Relationship between Teachers' Pedagogical Beliefs and Technology Use in Education: A Systematic Review of Qualitative Evidence

    Science.gov (United States)

    Tondeur, Jo; van Braak, Johan; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne

    2017-01-01

    This review was designed to further our understanding of the link between teachers' pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative…

  16. Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

    Science.gov (United States)

    Fraser, Sharon P.

    2016-02-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

  17. The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology

    Science.gov (United States)

    Edens, Kellah M.

    2008-01-01

    This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics…

  18. Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

    Science.gov (United States)

    Chordnork, Boonliang; Yuenyong, Chokchai

    2018-01-01

    This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context

  19. The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

    Science.gov (United States)

    Kettle, Margaret; Yuan, Yifeng; Luke, Allan; Ewing, Robyn; Shen, Huizhong

    2012-01-01

    As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked…

  20. Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

    Science.gov (United States)

    Wang, Jianlan; Buck, Gayle A.

    2016-08-01

    Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

  1. Framework for pedagogical learning analytics

    OpenAIRE

    Heilala, Ville

    2018-01-01

    Learning analytics is an emergent technological practice and a multidisciplinary scientific discipline, which goal is to facilitate effective learning and knowledge of learning. In this design science research, I combine knowledge discovery process, a concept of pedagogical knowledge, ethics of learning analytics and microservice architecture. The result is a framework for pedagogical learning analytics. The framework is applied and evaluated in the context of agency analytics. The framework ...

  2. Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism

    Science.gov (United States)

    Barak, Miri

    2017-04-01

    Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses.

  3. High Possibility Classrooms as a Pedagogical Framework for Technology Integration in Classrooms: An Inquiry in Two Australian Secondary Schools

    Science.gov (United States)

    Hunter, Jane

    2017-01-01

    Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers' knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who…

  4. Developing the Simulator Instructor’s Pedagogical Competence

    DEFF Research Database (Denmark)

    Sjøstedt, Peter

    2014-01-01

    The full benefits of investment in simulator-based training are achieved only when development of the simulator instructor’s pedagogical competence accompanies the acquisition of advanced technology. In spite of this, the instructor’s pedagogical competence often is not well developed. Courses...... for simulator instructors that address their experiential instructional skills and their understanding of adult participants' learning processes are rare. Lessons learned about the instructor’s role that focus on the relationship between instruction and learning are seldom reported. Simulator instructors......’ pedagogical competence appears to be an area afforded insufficient attention from the simulation community. Based on lessons learned from our four-day pedagogical course for naval simulator instructors in the Danish armed forces, this paper presents a framework for instructors’ pedagogical competence...

  5. A Community College Instructor's Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course

    Science.gov (United States)

    Krajewski, Sarah J.; Schwartz, Renee

    2014-08-01

    Research supports an explicit-reflective approach to teaching about nature of science (NOS), but little is reported on teachers' journeys as they attempt to integrate NOS into everyday lessons. This participatory action research paper reports the challenges and successes encountered by an in-service teacher, Sarah, implementing NOS for the first time throughout four units of a community college biology course (genetics, molecular biology, evolution, and ecology). Through the action research cycles of planning, implementing, and reflecting, Sarah identified areas of challenge and success. This paper reports emergent themes that assisted her in successfully embedding NOS within the science content. Data include weekly lesson plans and pre/post reflective journaling before and after each lesson of this lecture/lab combination class that met twice a week. This course was taught back to back semesters, and this study is based on the results of a year-long process. Developing pedagogical content knowledge (PCK) for NOS involves coming to understand the overlaps and connections between NOS, other science subject matter, pedagogical strategies, and student learning. Sarah found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah's development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.

  6. Determination of Technopedagogical Content Knowledge Competencies of Preservice Physical Education Teachers: A Turkish Sample

    Science.gov (United States)

    Arslan, Yunus

    2015-01-01

    This study examined preservice physical education teachers' (PPETs') technopedagogical content knowledge (TPCK) competencies. The participants were 1028 PPETs from 26 major universities representing all seven geographical regions of Turkey. The Technological Pedagogical Content Knowledge Deep-Scale developed by Kabakci Yurdakul et al. (2012) was…

  7. Learning literacy and content through video activities in primary education

    OpenAIRE

    Heitink, Maaike Christine; Fisser, Petra; McKenney, Susan; Resta, P.

    2012-01-01

    This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge and literacy- and communication skills simultaneously. Lesson materials were provided but teachers chose the theme or subject (content) linked to the video activities themselves. Results show that ap...

  8. Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

    Science.gov (United States)

    Mavhunga, Elizabeth; Rollnick, Marissa

    2016-12-01

    In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

  9. Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

    Directory of Open Access Journals (Sweden)

    Shandy Hauk

    2014-07-01

    Full Text Available The accepted framing of mathematics pedagogical content knowledge (PCK as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.

  10. EDUCATIONAL EVENT AS THE PEDAGOGICAL CATEGORY

    Directory of Open Access Journals (Sweden)

    Victor V. Lobanov

    2015-01-01

    Full Text Available The aim of the investigation is to reveal the essence of the educational event as a pedagogical category. The reason to study the issue is the methodological generality of the term that came into pedagogical everyday life, but which semantic content is still not clear enough. Methods. The methods involve a theoretical analysis of the philosophical and pedagogical literature on the study, the categorical analysis, surveys of students and teachers. Results. The concept content of «event» is looked upon in both historical scholarship and pedagogy, «educational event» is analyzed in unity with the «educational situation» and «educational process». The attitude of students and teachers to educational events was clarified through the surveys; emotional and rational responses of the respondents were differentiated and the peculiarities of events organization in the education system were classified. While teachers and students are considered as subjects of educational events, their goals are delineated. Scientific novelty. The author's own definition of is given. Educational event is defined as a specially organized and unique pedagogical fact limited, but not rigidly determined by the educational situation, and capable of changing the educational process going beyond the boundaries of its conformism. The formulation above is the result of analysis how the concepts of «event», «situation» and «process» may interact in pedagogical discourse. Practical significance. The results can be used while designing the educational programs and projects, as well as in the development of academic courses of innovative pedagogy. 

  11. Using TPCK as a Lens to Study the Practices of Math and Science Teachers Involved in a Year-Long Technology Integration Initiative

    Science.gov (United States)

    Dawson, Kara; Ritzhaupt, Albert; Liu, Feng; Rodriguez, Prisca; Frey, Christopher

    2013-01-01

    The purpose of this study was to examine the ways teachers enact technological, pedagogical and content practices in math and science lessons and to document the change with teachers involved in a year-long technology integration initiative. Six hundred seventy-two lessons were analyzed in this research using Technological, Pedagogical Content…

  12. The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

    The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter…

  13. A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

    Science.gov (United States)

    Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

    2011-01-01

    This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

  14. Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

    Science.gov (United States)

    Björklund, Camilla; Barendregt, Wolmet

    2016-01-01

    Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…

  15. TECHNOLOGY OF EDUCATIONAL EVENTS DESIGNING

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    N. V. Volkova

    2017-01-01

    Full Text Available The aim of the article is to prove and disclose the essence of the author’s technology of educational events designing.Methodology and methods of research. Methodological basis of work is humanitarian approach. The method of pedagogical modeling was used for the model development of educational events influence on pedagogical activity formation. The content analysis of texts descriptions, case-study method, expert estimations of event projects were applied as the main methods of efficiency confirmation of the technology of educational events design.Results and scientific novelty. The characteristics of an educational event are emphasized by means of an empirical way: opening (what a person opens for himself; generation (a result of a personal action; and participation in creation of something "new" (new communications, relations and experience. The structure of technology of educational events design including work with concepts (an educational event, substantial and procedural components is presented. The technology of educational events designing is considered as the process of the well-grounded choice of designing technologies, mutual activity, pedagogical communication, components of educational activity: contents, methods, means, and organizational forms depending on educational aims due to age-specific peculiarities of participants of the educational event. The main conditions providing successful use of the technology are the involvement into joint cognitive activity of all its participants and importance of the events for each of them that qualitatively change the nature of a cognitive process and generate real transformations of the reality.Practical significance. The author’s experience in teaching testifies to introduction of the module «Technology of Design of Educational Events» into the basic educational subject-module «Design Competence of the Teacher» (degree program «Pedagogical Education», considering this module as

  16. Organizational-pedagogic technology of formation of motor functioning culture as mean of physical fitness improvement of 5 form

    Directory of Open Access Journals (Sweden)

    A.H. Deineko

    2015-08-01

    Full Text Available Purpose: to analyze influence of organizational-pedagogic technology of formation of motor functioning’s culture of five form pupils in process of physical education; to test experimentally methodic of formation of motor functioning’s culture by means of general gymnastic in physical education system of comprehensive schools’ pupils. Material: The research was conducted in comprehensive school № 67, Kharkov. 57 pupils of five forms (5-А form - 30 pupils, 5-B - 27 pupils participated in the research. Results: we worked out organizational-pedagogic technology of formation of motor functioning’s culture “Main gymnastic at school”, which positively influenced on development of physical fitness of experimental groups’ pupils. Conclusions: it was established that under influence of selected exercises of main gymnastic and introduced competitiveness elements pupils’ movements became more accurate, plastic, acquired higher amplitude, coordination.

  17. Student teachers' pedagogical content knowledge for teaching systems thinking: effects of different interventions

    Science.gov (United States)

    Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner

    2017-09-01

    Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers' professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers' PCK for teaching systems thinking. The results show that student teachers' PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers' PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.

  18. The effect of fifth grade science teachers' pedagogical content knowledge on their decision making and student learning outcomes on the concept of chemical change

    Science.gov (United States)

    Ogletree, Glenda Lee

    This study investigated the science pedagogical content knowledge (PCK) among teachers as they taught the concept of chemical change to fifth grade students. The purpose was to identify teachers' PCK and its impact in middle grade science classrooms. A second purpose was to investigate the possible relationship of teachers' science PCK to teacher actions and student learning outcomes in the classroom. The instruments used to capture PCK were background and demographic information, Content Representations (CoRe), and Professional and Pedagogical experience Repertoire (PaP-eR). The study investigated CoRe and PaP-eR with seven classroom teachers as they planned and taught chemical change to fifth grade students. Four levels of a Pedagogical Content Knowledge rubric were used to describe varying levels of PCK. The four levels were content knowledge of chemical change; knowledge of students' thinking; knowledge of how to represent chemical change to promote student learning; and professional development, collaboration, and leadership roles in science. The Reformed Teaching Observation Protocol (RTOP) described and evaluated science teaching performance levels of the teachers. In this study, 176 students were assessed to determine understanding of chemical change. There was a significant correlation between teachers' PCK scores and student achievement. The study also determined that a significant correlation existed between teachers' PCK scores and their RTOP scores revealing that RTOP scores could be predictors of PCK. Through this approach, understandings of PCK emerged that are of interest to university preservice preparation programs, research in understanding effective teachers and teaching, and the planning and implementation of professional development for teachers of science with middle grade students.

  19. Strategies for Mentoring Pedagogical Knowledge

    Science.gov (United States)

    Hudson, Peter

    2013-01-01

    Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…

  20. Primary school teachers' use of digital technology in mathematics: the complexities

    Science.gov (United States)

    Loong, Esther Yook-Kin; Herbert, Sandra

    2018-02-01

    This paper seeks to theorise primary teachers' degree of integration of digital technology in the mathematics classroom. In an age where digital technology use is ubiquitous, the issues surrounding teachers' choice, and ultimately their uptake of digital technologies in the classroom, is an area that need to be further unpacked. Cross-case analysis of the two teachers' uptake of digital technologies in their classroom, their pedagogical approaches and the reason for their choices provide insight into teachers' technological, pedagogical and content knowledge (TPACK). Differences in the way the teachers use digital technology in their classroom seem to be connected to their TPACK developmental stage.

  1. Enhancing the prospective biology teachers’ Pedagogical Content Knowledge (PCK) through a peer coaching based model

    Science.gov (United States)

    Anwar, Yenny

    2018-05-01

    This paper presents the results of implementation Peer Coaching Based Model that was implemented in development and Packaging Learning Tool program aimed at developing a Pedagogical Content Knowledge prospective teachers’ capabilities. Development and Packaging Learning Tool is a training program that applies various knowledge, attitude, and skill of students in order to form professional teacher. A need assessment was conducted to identify prospective teachers’ professional needs, especially PCK ability. Tests, questionnaires, interviews, field notes and video recordings were used in this research. The result indicated that the ability of Prospective teachers’ PCK has increased. This can be shown from the N-Gain that included in the medium category. This increase shows that there is integration of pedagogy and content; they have used varied strategies and can explain the reasons for its used. This means that the pattern belongs to the lower limit of the growing- PCK category. It is recommended to use peer coaching model during peer teaching.

  2. Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

    Science.gov (United States)

    Habowski, Thomas; Mouza, Chrystalla

    2014-01-01

    This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…

  3. Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

    Science.gov (United States)

    Thongnoppakun, Warangkana; Yuenyong, Chokchai

    2018-01-01

    Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

  4. PEDAGOGICAL BASIS OF DEVELOPING OF EDUCATIONAL WEB RESOURCE IN THE DISCIPLINE “INFORMATICS AND SYSTEMOLOGY” FOR FUTURE ECOLOGIES

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    Sherman M.

    2017-12-01

    Full Text Available Based on the analysis of the information presented in psychological and pedagogical sources, educational and methodological works and the results of own research, a number of contradictions are identified, without which the process of formation of the professional information culture of future ecologists is problematic and uncertain. The main contradictions between the modern social requirements to the level of professional information and technological training of future ecologists and the current state of its organization in state agricultural universities are insufficient in the content of the disciplines «Fundamentals of Informatics and Computer Technology», «Informatics and Systemology», «Information Technologies», «Statistics» the direction needs by which the training of future ecologists is carried out; the actual realization of these disciplines is only a general development function in teaching process, while the realization of tasks of professional computer-information training of future ecologists is secondary task; the interdisciplinary and inter-cycle connections between professionally oriented ecological disciplines and computer science and related disciplines are insufficiently clearly identified and outlined. In order to overcome the above contradictions, we selected the professional-pedagogical principles of creating the content of the discipline «Informatics and Systemology» (principles of professional orientation, professional conformity, integrity, continuity, consistency, logical consistency, pedagogical expediency, information security ensuring, the starting level of mastering by means of information-communication technologies, there is structurization of content of discipline in accordance with the spatio- temporal boundaries, provided by the curriculum of future ecologists professional training, the components of methodological support of teaching of the discipline are developed. The web-resource of educational

  5. Technology Development and Implementation in the Public Health Institutions: A Strategic and Pedagogical Task for the Learning Organization

    DEFF Research Database (Denmark)

    Wentzer, Helle

    2004-01-01

    The article presents two overall problem issues for IT in the health sector. A strategic problem: Which organization structure and which work routines should be enhanced by technology? A pedagogical problem: How does the personnel learn to think, act and express work through IT-tools? The suggest...

  6. Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

    Science.gov (United States)

    Dalal, Medha; Archambault, Leanna; Shelton, Catharyn

    2017-01-01

    This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge…

  7. TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers

    Science.gov (United States)

    Keser, Hafize; Karaoglan Yilmaz, Fatma Gizem; Yilmaz, Ramazan

    2015-01-01

    This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study…

  8. E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

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    Vasyl KOVALCHUCK

    2017-07-01

    Full Text Available The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring has identified the possibility of using e-coaching and e-mentoring in postgraduate pedagogical education in continuous professional development of teachers. Monitoring and questioning have proved the idea that teachers require the new content of postgraduate education for their own professional development. They are interested in mastering new technologies, delivering master-classes and demonstration lessons. The results of the discussion in focus groups including representatives of the administration of educational establishments, teachers and lecturers of postgraduate pedagogical educational establishments are shown in the SWOT-analysis. The experts confirmed the need and possibility of the e-coaching and e-mentoring implementation in postgraduate pedagogical education. The major risks of e-coaching and e-mentoring implementation in postgraduate pedagogical education are e-coaches’ and e-mentors’ training and ICT competence. The Internet services, e-coaching and e-mentoring applications and programs are able to provide continuous professional development of teachers. The educational and professional e-coaching and e-mentoring programs require further studying in postgraduate pedagogical education.

  9. Design of capability measurement instruments pedagogic content knowledge (PCK) for prospective mathematics teachers

    Science.gov (United States)

    Aminah, N.; Wahyuni, I.

    2018-05-01

    The purpose of this study is to find out how the process of designing a tool of measurement Pedagogical Content Knowledge (PCK) capabilities, especially for prospective mathematics teachers are valid and practical. The design study of this measurement appliance uses modified Plomp development step, which consists of (1) initial assessment stage, (2) design stage at this stage, the researcher designs the measuring grille of PCK capability, (3) realization stage that is making measurement tool ability of PCK, (4) test phase, evaluation, and revision that is testing validation of measurement tools conducted by experts. Based on the results obtained that the design of PCK capability measurement tool is valid as indicated by the assessment of expert validator, and the design of PCK capability measurement tool, shown based on the assessment of teachers and lecturers as users of states strongly agree the design of PCK measurement tools can be used.

  10. Teacher Education Program Learning Technologies and Knowledge (Tac at the Pedagogical University Experimental Libertador Core Barinas (Venezuela

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    Oscar Antonio Martínez Molina

    2016-08-01

    Full Text Available The objective of this research is to propose a teacher training program of Learning Technologies and Knowledge (TAC at the Pedagogic University Libertador Barinas centre (Venezuela. This work is framed as a feasible project, supported by a descriptive field research. It was determined that teacher training programs Learning Technologies and Communication require an organizational structure, which should be under the figure of a coordination that is responsible for organizing everything related to the development of these projects.

  11. Pedagogically aware academics’ conceptions of change agency in the fields of science and technology

    OpenAIRE

    Clavert, Maria; Löfström, Erika; Nevgi, Anne

    2015-01-01

    Pedagogical transformations in universities are typically explored as ‘top down’ attempts or in the context of training programs targeted towards educating more pedagogically aware individuals. In this study, promoting pedagogical development is explored on a community level as change agency: acting as a broker between the discipline-specific and pedagogical communities of practice in order to establish mutually shared new concepts and practices of teaching and learning. Thirteen pedagogicall...

  12. Digital immigrants teaching digital natives: A phenomenological study of higher education faculty perspectives on technology integration with English core content

    Science.gov (United States)

    Corey, Robert C.

    In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational reform emanating from US presidents to parent teacher organizations, and educators' ability to cope with advances in technology in the classroom demand attention. Therefore, the purpose of this qualitative study was to explore and understand the professional and educational experiences of six English faculty members teaching undergraduate courses at Midwest universities. Using the framework of Technological Pedagogical Content Knowledge -- TPACK (Koehler and Mishra 2008), the major focus of the study was to determine how faculty members understood what characterized the nature of teaching with technology in undergraduate classrooms. Results of this study revealed five themes showing how the participants were introduced to technology, how they assimilated it into their pedagogy, and how they integrated it into teaching practice. This study has the potential to impact the nature of illustrating the methods and techniques used by the six participants as they merge technology, pedagogy, and content knowledge and set in motion classroom practices that assist faculty at all levels to develop and teach technology skills necessary for the 21st century and to better prepare students for thinking critically about how to use digital advances.

  13. Development of Usability Criteria for E-Learning Content Development Software

    Science.gov (United States)

    Celik, Serkan

    2012-01-01

    Revolutionary advancements have been observed in e-learning technologies though an amalgamated evaluation methodology for new generation e-learning content development tools is not available. The evaluation of educational software for online use must consider its usability and as well as its pedagogic effectiveness. This study is a first step…

  14. New technologies in education: changes in the pedagogical practice according to teacher’s speech - doi: 10.4025/actascieduc.v34i2.16485

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    Suênia Lino Molin

    2012-11-01

    Full Text Available This paper presents the results of a research which examined the perceptions of a group of teachers about the changes occurred in their pedagogical practices after taking part in the course called ‘Introduction to the Digital Education’ promoted by the Continued Formation National Program in Educational Technology – Integrated Proinfo and developed by the Educational Technology Center – NTE in Itajaí, Santa Catarina State, from 2008 to 2009. The data were collected through the application of two surveys calted pre-course and post-course. The results pointed out that after participating in the course some changes happened in the teacher´s pedagogical practice with an increase in the technical and pedagogical use of the computer and the inclusion of more advanced sources. Nevertheless the research also showed that the number of teachers who use the computer in student´s tasks is still small and this use is restricted to the school computer labs.  

  15. Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

    Science.gov (United States)

    Anderson, Charlise Askew

    2016-01-01

    The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a…

  16. Teaching Music Online: Changing Pedagogical Approach When Moving to the Online Environment

    Science.gov (United States)

    Johnson, Carol

    2017-01-01

    The development of educational technology has provided platforms for undergraduate music courses to take place in an online environment. While technology is available, this does not mean that all teaching staff are ready for the pedagogical change required to implement teaching online. A transformation of pedagogical practice (that is, to online…

  17. The Nature of the Interplay among Components of Pedagogical Content Knowledge in Reaction Rate and Chemical Equilibrium Topics of Novice and Experienced Chemistry Teachers

    Science.gov (United States)

    Akin, Fatma Nur; Uzuntiryaki-Kondakci, Esen

    2018-01-01

    We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were…

  18. Developing biology teachers' pedagogical content knowledge through learning study: the case of teaching human evolution

    Science.gov (United States)

    Bravo, Paulina; Cofré, Hernán

    2016-11-01

    This work explores how pedagogical content knowledge (PCK) on evolution was modified by two biology teachers who participated in a professional development programme (PDP) that included a subsequent follow-up in the classroom. The PDP spanned a semester and included activities such as content updates, collaborative lesson planning, and the presentation of planned lessons. In the follow-up part, the lessons were videotaped and analysed, identifying strategies, activities, and conditions based on student learning about the theory of evolution. Data were collected in the first round with an interview before the training process, identifying these teachers' initial content representation (CoRe) for evolution. Then, a group interview was conducted after the lessons, and, finally, an interview of stimulated recall with each teacher was conducted regarding the subject taught to allow teachers to reflect on their practice (final CoRe). This information was analysed by the teachers and the researchers, reflecting on the components of the PCK, possible changes, and the rationale behind their actions. The results show that teachers changed their beliefs and knowledge about the best methods and strategies to teach evolution, and about students' learning obstacles and misconceptions on evolution. They realised how a review of their own practices promotes this transformation.

  19. Pedagogical Praxis Surrounding the Integration of Photography, Visual Literacy, Digital Literacy, and Educational Technology into Business Education Classrooms: A Focus Group Study

    Science.gov (United States)

    Schlosser, Peter Allen

    2010-01-01

    This paper reports on an investigation into how Marketing and Business Education Teachers utilize and integrate educational technology into curriculum through the use of photography. The ontology of this visual, technological, and language interface is explored with an eye toward visual literacy, digital literacy, and pedagogical praxis, focusing…

  20. Pedagogically Aware Academics' Conceptions of Change Agency in the Fields of Science and Technology

    Science.gov (United States)

    Clavert, Maria; Löfström, Erika; Nevgi, Anne

    2015-01-01

    Pedagogical transformations in universities are typically explored as "top down" attempts or in the context of training programs targeted towards educating more pedagogically aware individuals. In this study, promoting pedagogical development is explored on a community level as change agency: acting as a broker between the…

  1. The Spectrum of Pedagogical Orientations of Malawian and South African Physical Science Teachers towards Inquiry

    Science.gov (United States)

    Ramnarain, Umesh; Nampota, Dorothy; Schuster, David

    2016-01-01

    This study investigated and compared the pedagogical orientations of physical sciences teachers in Malawi and South Africa towards inquiry or direct methods of science teaching. Pedagogical orientation has been theorized as a component of pedagogical content knowledge. Orientations were characterized along a spectrum of two variants of inquiry and…

  2. Adaptation of the methodological instrument of the representation of the content (CORE to the theoretical framework of TPCK

    Directory of Open Access Journals (Sweden)

    Boris Fernando Candela

    2017-07-01

    Full Text Available Since the middle of the eighties the community in science education has been interested in teachers to identify and develop the Content Pedagogical Knowledge (PCK. To this end, it has designed educational programs from a “reflective orientation” perspective structured from a set of training activities whose tasks are focused on the practice of designing specific content learning environments, where the methodological instrument of the Representation of Content (CoRe has played a critical role. The logical structure of it provides the possibility for teachers to become aware of the theoretical and methodological elements that underpin the PCK. On the other hand, with the emergence of digital technologies as an instrument for representing content and effective management of the classroom, the need to transform the construct of the Content Pedagogical Knowledge (PCK to the Technological and Pedagogical Knowledge of the content is generated (TPCK. In this sense, it is pertinent to adapt the epistemological structure of the CoRe to the theoretical framework of the emerging construct of the TPCK, in order that this instrument continue to be used as a key heuristic in education programs where the practice of designing environments Learning is important for the professional development of teachers. Of course, the adaptation of the CoRe to the perspective of the TPCK is accompanied by a conceptualization of each of the twelve items that configure it, in order to illustrate the teachers during their development.

  3. Using the Artistic Pedagogical Technology of Photovoice to Promote Interaction in the Online Post-Secondary Classroom: The Students' Perspective

    Science.gov (United States)

    Edwards, Margaret; Perry, Beth; Janzen, Katherine; Menzies, Cynthia

    2012-01-01

    This study explores the effect of the artistic pedagogical technology (APT) called photovoice (PV) on interaction in the online post-secondary classroom. More specifically, this paper focuses on students' perspectives regarding the effect of PV on student to student and student to instructor interactions in online courses. Artistic pedagogical…

  4. Effective Pedagogical Practices for Online Teaching: Perception of Experienced Instructors

    Science.gov (United States)

    Bailey, Craig J.; Card, Karen A.

    2009-01-01

    Institutions have focused on providing faculty with technological training to enhance their online teaching, but many online instructors would like to learn more effective pedagogical practices. This phenomenological study determines what experienced, award-winning South Dakota e-learning instructors perceive to be effective pedagogical practices.…

  5. Analysis of Engineering Content within Technology Education Programs

    Science.gov (United States)

    Fantz, Todd D.; Katsioloudis, Petros J.

    2011-01-01

    In order to effectively teach engineering, technology teachers need to be taught engineering content, concepts, and related pedagogy. Some researchers posit that technology education programs may not have enough content to prepare technology teachers to teach engineering design. Certain technology teacher education programs have responded by…

  6. Advancing Teacher Technology Education Using Open-Ended Learning Environments as Research and Training Platforms

    Science.gov (United States)

    Poitras, Eric; Doleck, Tenzin; Huang, Lingyun; Li, Shan; Lajoie, Susanne

    2017-01-01

    A primary concern of teacher technology education is for pre-service teachers to develop a sophisticated mental model of the affordances of technology that facilitates both teaching and learning with technology. One of the main obstacles to developing the requisite technological pedagogical content knowledge is the inherent challenge faced by…

  7. Experience of Testing Practice-Oriented Educational Model of Pedagogical Master's Program

    Science.gov (United States)

    Shukshina, Tatjana I.; Buyanova, Irina B.; Gorshenina, Svetlana N.; Neyasova, Irina A.

    2016-01-01

    The recent changes in the Russian educational regulations have predetermined the search for new conceptual approaches and ways to improve the content and arrangement of pedagogical staff training. More attention is paid to the implementation of the professional standard of a teacher intended to set the etalon of a graduate of a pedagogical higher…

  8. Professionalizing In-Service Teachers' Focus on Technological Pedagogical and Content Knowledge

    Science.gov (United States)

    Getenet, Seyum Tekeher; Beswick, Kim; Callingham, Rosemary

    2016-01-01

    In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their…

  9. PEDAGOGICAL CONTENT THREE-FACTOR MODEL OF EDUCATING HIGH-SCHOOL STUDENTS FOR PROFESSIONAL ACTIVITIES

    Directory of Open Access Journals (Sweden)

    T. A. Lopatukhina

    2016-01-01

    Full Text Available The aim of the presented publication is to discuss the changes in the practice of professional higher education which consist in strengthening and emphasis of an educational component in educational process.Methods. The methods involve the analysis of a condition of higher education and the provisions of the Federal Law on Education regulating its functioning in the Russian Federation; text-centered approach to education of the person of culture – the professional specialist, responsible for the activities.Results and scientific novelty. It states that some drawbacks of the existing present-day education organization are being constantly discussed by a pedagogical community of the Russian Federation: the absence of development stability; the absence of effective strategies and technologies of their implementation; the triumph of national nihilism confirmed by high schools and individual scientists participation in different foreign educational projects, usually having world notorious reputation; penetration of commercial principals in to an education system, the latter having been turned in to an education service, etc. As a result the personality quality itself has greatly deteriorated as well as Russia society intellect, on the whole, according to some law, psychological, philosophical and pedagogical analysis. The article stresses that the way out maybe found in restoring Russian national traditions and lost values and returning them to Russian education via adequate upbringing process. The authors describe their innovative model comprising three directions: 1 the integral three-factor spiritual, moral and intellectual upbringing of the students; 2 specially selected text content professional information using text-centered approach and 3 peculiar interaction of two education subjects: a student and a teacher. Their cooperation envisages the following stages: first, teacher’s strict guidance of a student; then

  10. Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

    Science.gov (United States)

    Tajudin, Nor'ain Mohd; Chinnappan, Mohan; Saad, Noor Shah

    2017-05-01

    Two key variables emerged from the literature review is that Specific Matter Knowledge [SMK] and Pedagogical Content Knowledge [PCK] can influence the mathematics teachers' Professional Development [PD] needs. However, the key variables of SMK and PCK that were being investigated were not defined clearly. Empirical evidence that support relationship between SMK and PD and PCK and PD were not verified. In addition, how does PCK mediate SMK and PD is not clear and somewhat lacking. Therefore, the purpose of this paper was to examine the relationship between primary mathematics teacher's SMK, PCK and PD needs. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK.

  11. Impacts of Pedagogical Agent Gender in an Accessible Learning Environment

    Science.gov (United States)

    Schroeder, Noah L.; Adesope, Olusola O.

    2015-01-01

    Advances in information technologies have resulted in the use of pedagogical agents to facilitate learning. Although several studies have been conducted to examine the effects of pedagogical agents on learning, little is known about gender stereotypes of agents and how those stereotypes influence student learning and attitudes. This study…

  12. The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium

    Science.gov (United States)

    Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi

    2008-01-01

    This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…

  13. Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions

    Science.gov (United States)

    Graham, C. R.; Borup, J.; Smith, N. B.

    2012-01-01

    This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate…

  14. Bibliometric study of pedagogical sciences’ contents in the corpus of Transformación journal

    Directory of Open Access Journals (Sweden)

    García, Maylin

    2014-07-01

    Full Text Available The paper describes the findings of a biblio-metric research of Transformación corpus aimed at the knowledge of the main sources consulted by the authors and its correspondence to the main contribution of the scientific community to the development of pedagogical sciences in Cuba. The total number of issues and articles published between 2011 and 2013 were selected as sample. 933 consulted works were studied and the references were grouped into belonging and not-belonging to campus’ authors. Likewise, the papers refers to the number of Ph. D. and master dissertations, research reports and pedagogical journal articles used as references. Finally, the findings were correlated to the selection of books suggested by Chávez, Deler y Suárez in “La actualidad de la pedagogía y la didáctica en Cuba” (2009. Key words: Biliometry, biblio-metric indicators, bibliography refences.

  15. The Substantial Characteristics of Organizational and Pedagogical Conditions of Future Primary School Teachers’ Professional Self-Development

    Directory of Open Access Journals (Sweden)

    Artem Smoliuk

    2017-06-01

    Full Text Available The article presents reasonably organizational and pedagogical conditions of professional self-development of primary school teachers, namely: support of positive motivation of achievement as meeting internal needs of the individual in professional self-development; the use of cognitive and informative opportunities of the content psychological and pedagogical and methodical disciplines for the formation of didactic complex and technological knowledge and skills, abilities to integrate spatial and substantive, informative and motivational, psychological, social and communication components of the educational environment of teachers’ training college; creating rich social and communicative space in the course of interactive cooperation of learning subjects to create students’ “success situations” and demonstrating positive experience of the professional success. The result of these organizational and pedagogical conditions of the professional self-development of primary school teachers have reflexive-value treatment to the personality as a future teacher and professional considering his or her strengths and weaknesses, formed a high level of readiness for professional self-development in his or her chosen profession.

  16. Combining advanced networked technology and pedagogical methods to improve collaborative distance learning.

    Science.gov (United States)

    Staccini, Pascal; Dufour, Jean-Charles; Raps, Hervé; Fieschi, Marius

    2005-01-01

    Making educational material be available on a network cannot be reduced to merely implementing hypermedia and interactive resources on a server. A pedagogical schema has to be defined to guide students for learning and to provide teachers with guidelines to prepare valuable and upgradeable resources. Components of a learning environment, as well as interactions between students and other roles such as author, tutor and manager, can be deduced from cognitive foundations of learning, such as the constructivist approach. Scripting the way a student will to navigate among information nodes and interact with tools to build his/her own knowledge can be a good way of deducing the features of the graphic interface related to the management of the objects. We defined a typology of pedagogical resources, their data model and their logic of use. We implemented a generic and web-based authoring and publishing platform (called J@LON for Join And Learn On the Net) within an object-oriented and open-source programming environment (called Zope) embedding a content management system (called Plone). Workflow features have been used to mark the progress of students and to trace the life cycle of resources shared by the teaching staff. The platform integrated advanced on line authoring features to create interactive exercises and support live courses diffusion. The platform engine has been generalized to the whole curriculum of medical studies in our faculty; it also supports an international master of risk management in health care and will be extent to all other continuous training diploma.

  17. TPACK in teacher education: are we preparing teachers to use technology for early literacy?

    NARCIS (Netherlands)

    Voogt, Joke; McKenney, Susan

    2017-01-01

    This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert

  18. The Integration of technology in teaching mathematics

    Science.gov (United States)

    Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

    2017-12-01

    This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

  19. Opening up education - some pedagogical considerations

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian; Kjær, Arne

    2016-01-01

    would we need universities? Libraries could do the job!” In order to open up education, we need to develop a pedagogical framework for knowledge building to supplement the tradition for knowledge acquisition in higher education. In this article we present our strategic considerations for organising......In the “Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions” from September 25, 2013 the Commission advocated strongly to ‘Opening up Education’ through ‘Innovative teaching and learning for all...... through new Technologies and Open Educational Resources’. We strongly support this vision for the future and aim at realising it within a Danish context with a population of five million. However, we also retain a certain scepticism and remember the saying of David Wiley: “If content is all we need, why...

  20. The role of pedagogical historiography in forming pedagogical knowledge

    Directory of Open Access Journals (Sweden)

    Vujisić-Živković Nataša

    2008-01-01

    Full Text Available This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the 'cultural history of education'. The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance.

  1. PEDAGOGICAL PRACTICE WAY OF CONNECTING PEDAGOGICAL THEORY AND PRACTICE

    Directory of Open Access Journals (Sweden)

    Božo Obradović

    2013-12-01

    Full Text Available The issue of linking educational theory to educational practice (educational work with young people is highly topical and important issue for the science of pedagogy. One way of achieving this task is a pedagogical practice (PP students. In paper we deal with identifying, comparing, and analyzing the curricula of vocational (Curriculum for Preschool Teacher (2007 and academic (Curriculum for Educators (2007. Studies Teacher Training in Serbia, as well as educational disciplines and areas of pedagogical science derived from them. The results showed many similarities, but also differences when it comes to educational disciplines that are taught, the name of pedagogical practice, the number of classes to implement, ECTS (European Credit Transfer System, which affect the quality and coherence of educational theory and educational practice. In order to identify similarities and overcome weaknesses that accompany the pedagogical practice analysis, we came to know about the specifics of each of the six pedagogical practice. For each pedagogical practice defined specific goals and tasks arising from the curriculum, and in particular pedagogical disciplines taught at university. Each of these pedagogical practices is the ability to connect educational theory and educational practice and direct way to increase the quality of training and competence of future teachers for direct work with children.

  2. Motivating Instructors through Innovative Technology and Pedagogy

    Science.gov (United States)

    Weber, Nicole L.; Barth, Dylan J.

    2016-01-01

    Members of the UWM CETL online and blended faculty development team share innovative technological and pedagogical strategies that they currently utilize to motivate and assist instructors in developing courses for the online or blended environments, and they discuss the lessons learned from incorporating active learning, open content, bring your…

  3. FORMING THE READINESS OF UNIVERSITY TEACHERS TO WORK IN POSTGRADUATE PEDAGOGICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Iryna Trubavina

    2017-04-01

    Full Text Available The problem of teaching adult students in the system of postgraduate pedagogical education should be considered not only from the point of view of the students, but also from the point of teachers’ view. Training is a two-way process. In this article national studies on this problem are initially summarized. The methodology of research of postgraduate pedagogical education is singled out. These are such scientific approaches as synergetics and andragogics. The author proves the need for universities to train teachers specially for interaction with adult students who already work as teachers in schools, have very much motivation for study, their own personal and professional experience, may be older than their university teachers, require subject-subject communication. This all affects the specifics of teaching and requires a different willingness to work with such students and correspondent courses at universities. The article is devoted to forming modern university teachers’ readiness to work in postgraduate pedagogical education. The features of such readiness content are first determined by the author as the content, value and operational components of teacher readiness for work. This gives the article practical significance. The results can be extended to the training of all teachers of higher pedagogical educational institutions, that indicate the social significance of the article. The originality of the article is determining the specific content of the components of the teachers’ readiness to work in postgraduate pedagogical education. Forming the teacher’s readiness for training adult students in the system of postgraduate teacher education should include knowledge, skills and values of work. The prospects for research are building and implementing a model of forming the university teachers’ readiness for such work on the basis of andragogy and synergetics, taking into account the specified content of the components of teacher

  4. Relationship between Pedagogical Strategies and Teachers' Content Knowledge of Mathematics

    Science.gov (United States)

    Kanyongo, Gibbs Y.; Brown, Launcelot I.

    2013-01-01

    This study employed regression analysis to investigate the relationship between primary school teachers' pedagogical practices and their knowledge of mathematics. The sample composed of 606 Grade 6 mathematics teachers in Namibia, i.e. 304 (50.2%) males and 302 (49.8%) females. The study utilized existing questionnaire data collected by the…

  5. Knowledge construction in the classroom: a meaningful pedagogical dialogue

    Directory of Open Access Journals (Sweden)

    Jesuína Lopes de Almeida Pacca

    2015-12-01

    Full Text Available Teacher’s performance at their real classroom was analyzed in regard to the applied pedagogical interaction. These teachers were participating in a long range continuous formation course that uses the strategy of analyzing pedagogical planning while it was being elaborated , applied and continuously evaluated by the teacher; the course aimed to the construction of professional competence with an adequate sight of the classroom interaction, within constructivist parameters. The teacher pedagogical planning was the study object: it was discussed continuously by the peers group and the coordinator who intended to point out to the explicit pedagogical content and to the content objectives that were declared for every class plan. The learning objectives and the procedures contained within it were confronted with the real evidence of learning. In these discussions learning concepts that were coherent with constructivism were invoked in addition to science contents and their nature. Dialogue was important in these discussions and stressed as a means for teaching and continuous evaluation. In this dynamical process, the teacher planning was being constantly redrafted, changing the adjustment of that classroom students to the planned knowledge acquisition. This course dynamics, led by the coordinator, intended to be reproduced by participants with their students, at least in part. We noticed surprising results in these teachers professional development besides those that were concretely planned: the transference of the course procedures to the classroom seems to happen in regard to the presence of dialogue but the most meaningful part was individual and particular progress that was included in the development of their classes and led to an improvement of abilities. We concluded that unexpected results can be converted into poles of professional performance growth and performance evolution . These results have led us to give special importance to the

  6. Pedagogical Relationship in Secondary Social Science Classrooms

    Science.gov (United States)

    Girard, Brian James

    2010-01-01

    This study investigates two high school social science classrooms in order to better understand the pedagogical relationships among teachers, students, and disciplinary content, and how teachers can influence students' opportunities to learn disciplinary literacy. Drawing on conceptual resources from sociocultural theories of learning and…

  7. [Pedagogical training in stricto sensu graduate programs in public health].

    Science.gov (United States)

    Corrêa, Guilherme Torres; Ribeiro, Victoria Maria Brant

    2013-06-01

    The scope of this research is to discuss the relevance and need for pedagogical training of university lecturers in the Public Health field. The contention is that college teaching is a practice that requires specific training, since it is characterized by complex elements that transcend the mastery of given content. Considering stricto sensu graduate studies as an important stage in the training of future university lecturers, an attempt was made to identify and analyze the subjects and practices of pedagogical training in academic masters and doctorate programs in Public Health. To achieve the research aim, this work was based on Pierre Bourdieu's field theory and on Tomaz Tadeu da Silva's curriculum theory. Results indicate that the programs do not consider the aspect of teacher training as a major issue. With regard to the Public Health field approximately 61% of masters and 38% of doctorate programs have pedagogical training subjects/practices. Furthermore, there is a tendency for technical-instrumental training, which is in line with the history of the Public Health field. The conclusion is that there is a need to develop a culture that values college and graduate Public Health teaching, considering the complexity of pedagogical practice in all its dimensions.

  8. The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform

    Science.gov (United States)

    Bonner, Portia Selene

    2001-07-01

    Science education reform is one of the focal points of restructuring the educational system in the United States. However, research indicates a slow change in progression towards science literacy among secondary students. One of the factors contributing to slow change is how teachers implement the curriculum in the classroom. Three constructs are believed to be influential in curriculum implementation: educational beliefs, pedagogical knowledge and perception of the curriculum. Earlier research suggests that there is a strong correlation between teachers' educational beliefs and instructional practices. These beliefs can be predictors of preferred strategies employed in the classroom. Secondly, teachers' pedagogical knowledge, that is the ability to apply theory and appropriate strategies associated with implementing and evaluating a curriculum, contributes to implementation. Thirdly, perception or how the curriculum itself is perceived also effects implementation. Each of these constructs has been examined independently, but never the interplay of the three. The purpose of this qualitative study was to examine the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of a science curriculum with respect to how these influence curriculum implementation. This was accomplished by investigating the emerging themes that evolved from classroom observations, transcripts from interview and supplementary data. Five high school biology teachers in an urban school system were observed for ten months for correspondence of teaching strategies to the curriculum. Teachers were interviewed formally and informally about their perceptions of science teaching, learning and the curriculum. Supplementary material such as lesson plans, course syllabus and notes from classroom observations were collected and analyzed. Data were transcribed and analyzed for recurring themes using a thematic matrix. A theoretical model was developed from the emerging

  9. Pre-service Teacher Extraneous Cognitive Load in the Pedagogical Content and Knowledge of Solar System Course

    Science.gov (United States)

    Permana, I.; Redjeki, S.; Hamidah, I.; Safitri, N.

    2017-09-01

    This study reported the student’s Extraneous Cognitive Load (ECL) in the Pedagogical Content and Knowledge of solar system Course. Participants in the study were 31 pre-service elementary school teachers from the university in Bogor Indonesia. The data collected from ECL were obtained using a Likert 4-scale questionnaire and interview. After taking lectures, we asked for some mental effort from pre-service elementary school teachers to attend courses in order to assess the ECL. The courses include 3 topics and they were non-experimental worksheet, developing experimental worksheet using Vee Diagram framework, and analysis for curriculum by grade IV, V and VI. Results of the data analysis showed that the course strategy resulted by ECL was relatively low. The ECL increased in the course of curriculum analysis due to material complexity.

  10. Teachers' Pedagogical Reasoning and Reframing of Practice in Digital Contexts

    Science.gov (United States)

    Holmberg, Jörgen; Fransson, Göran; Fors, Uno

    2018-01-01

    Purpose: The purpose of this paper is to advance the understanding of teachers' reframing of practice in digital contexts by analysing teachers' pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value. Design/methodology/approach: A design-based research (DBR)…

  11. Playful and Creative ICT Pedagogical Framing: A Nursery School Case Study

    Science.gov (United States)

    Roberts-Holmes, Guy

    2014-01-01

    This article reports on the findings of a one-year qualitative study in which a nursery school used information and communication technology (ICT) and a digital media consultant as a catalyst for cultural change leading to teachers' improved pedagogical framing and children's enhanced learning dispositions. The pedagogic framing included the…

  12. Effects of '"Environmental Chemistry" Elective Course via Technology-Embedded Scientific Inquiry Model on Some Variables

    Science.gov (United States)

    Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel

    2014-01-01

    The purpose of this study is to examine the effects of "environmental chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge…

  13. The pedagogical implications of information and communication ...

    African Journals Online (AJOL)

    The pedagogical implications of information and communication technology on adult education: a case study of the osun state colleges of ... Finally, the department should give individual students access to the use of 1C1 equipment.

  14. Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics

    Directory of Open Access Journals (Sweden)

    Alexandru Maries

    2013-11-01

    Full Text Available The Test of Understanding Graphs in Kinematics (TUG-K is a multiple-choice test developed by Beichner in 1994 to assess students’ understanding of kinematics graphs. Many of the items on the TUG-K have strong distractor choices which correspond to students’ common difficulties with kinematics graphs. Instruction is unlikely to be effective if instructors do not know the common difficulties of introductory physics students and explicitly take them into account in their instructional design. We evaluate one aspect of the pedagogical content knowledge of first-year physics graduate students enrolled in a teaching assistant training course related to topics covered in the TUG-K. In particular, for each item on the TUG-K, the graduate students were asked to identify which incorrect answer choice they thought would be most commonly selected by introductory physics students if they did not know the correct answer after instruction in relevant concepts. We used the graduate student data and the data from Beichner’s original paper for introductory physics students (which was collected from over 500 college and high school students to assess this aspect of the pedagogical content knowledge of the graduate students, i.e., knowledge of student difficulties related to kinematics graphs as they are revealed by the TUG-K. We find that, although the graduate students, on average, performed better than random guessing at identifying introductory student difficulties on the TUG-K, they did not identify many common difficulties that introductory students have with graphs in kinematics. In addition, we find that the ability of graduate students to identify the difficulties of introductory students is context dependent and that discussions among the graduate students improved their understanding of student difficulties related to kinematics graphs. Moreover, we find that the ability of American graduate students in identifying common student difficulties is

  15. TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy?

    Science.gov (United States)

    Voogt, Joke; McKenney, Susan

    2017-01-01

    This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert recommendations were probed. Findings indicate that,…

  16. Developing Pre-Service Teachers' Capacity in Teaching Science with Technology through Microteaching Lesson Study Approach

    Science.gov (United States)

    Zhou, George; Xu, Judy; Martinovic, Dragana

    2017-01-01

    In order to effectively use technology in teaching, teacher candidates need to develop technology related pedagogical content knowledge through being engaged in a process of discussion, modeling, practice, and reflection. Based on the examination of teacher candidates' lesson plan assignments, observations of their microteaching performance, and…

  17. Examining the Impact of Educational Technology Courses on Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Hsu, Pi-Sui

    2012-01-01

    The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers' development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large…

  18. USE OF MULTIMEDIA TOOLS IN THE TRAINING OF PEDAGOGICAL COLLEGES STUDENTS

    Directory of Open Access Journals (Sweden)

    Olga M. Naumenko

    2010-08-01

    Full Text Available Current questions concerning the introduction of information and communication technologies tools into the pedagogical college teacher training using the essentially new ways of informative activity are considered. On the basis of the researches having been spent in the pedagogical colleges of Kyiv, there are analyzed possible scenarios of use of such multimedia tools in educational process.

  19. USE OF MULTIMEDIA TOOLS IN THE TRAINING OF PEDAGOGICAL COLLEGES STUDENTS

    OpenAIRE

    Olga M. Naumenko

    2010-01-01

    Current questions concerning the introduction of information and communication technologies tools into the pedagogical college teacher training using the essentially new ways of informative activity are considered. On the basis of the researches having been spent in the pedagogical colleges of Kyiv, there are analyzed possible scenarios of use of such multimedia tools in educational process.

  20. Actual and Potential Pedagogical Use of Tablets in Schools

    Directory of Open Access Journals (Sweden)

    Jenni Rikala

    2013-01-01

    Full Text Available This study reviews the potential of tablet technology for teaching and learning. In autumn 2012, we conducted a focused survey comprising quantitative and qualitative questions with Finnish teachers (N = 171, from 54 schools. We focused on perceived pedagogical opportunities and the actualized pedagogical potential of tablets at schools. The survey results indicate that the actual usefulness of tablets in schools was significantly less than what teachers perceived as the pedagogical potential. However, the results demonstrate the positive impact these devices are having on teaching and learning, as well as prompting changes in pedagogical perspectives. Teachers stated that tablets can diversify and enhance teaching and learning in many ways, particularly in supporting learners’ motivation and independent learning, and promoting engaging teaching methods. Nevertheless, teachers voiced concern that the student-to-device ratio at the moment is too low, thus serving as a barrier to widespread use of tablets.

  1. pedagogical guidance for south african consumer studies education

    African Journals Online (AJOL)

    user

    preferred teaching-learning strategies utilised internationally in subjects related to Consumer. ISSN 0378-5254 Journal of Family Ecology and Consumer Sciences, Vol 42, 2014. 48. Pedagogical guidance for South African Consumer Studies education. 1 The seven theory content topics contained in the Consumer Studies ...

  2. E-LEARNING TOOLS: STRUCTURE, CONTENT, CLASSIFICATION

    Directory of Open Access Journals (Sweden)

    Yuliya H. Loboda

    2012-05-01

    Full Text Available The article analyses the problems of organization of educational process with use of electronic means of education. Specifies the definition of "electronic learning", their structure and content. Didactic principles are considered, which are the basis of their creation and use. Given the detailed characteristics of e-learning tools for methodological purposes. On the basis of the allocated pedagogical problems of the use of electronic means of education presented and complemented by their classification, namely the means of theoretical and technological training, means of practical training, support tools, and comprehensive facilities.

  3. Teachers' Organization of Participation Structures for Teaching Science with Computer Technology

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2016-08-01

    This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher-students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants' instruction with computer technology was ( Teacher) initiation-( Student and Teacher) response sequences-( Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers' learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers' own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.

  4. Sustainable development of education: mutual links of technology and pedagogy

    Directory of Open Access Journals (Sweden)

    Vyacheslav A. Starodubtsev

    2017-01-01

    Full Text Available The purpose of the paper is to compare the development trends of information and communication environment, the global educational space and pedagogical ideas, which directly or indirectly affect the application of ICT in education. The study has been based on the foresight results and the content of the Internet publications on the prospects for sustainable development of education in the context of UNESCO Incheon Declaration for Education 2030. The content analysis of pedagogical publications has demonstrated that the current understanding of knowledge appeals to its socialization and dissemination in the global network environment, whose technological basis is rapidly growing. The educational process in the Learning Society is regarded as a distributed one among some formal education establishments (“universities of the world for one” and the community of content curators. The function of content curators is to deliver comments, generalize and promote new information that supports learning needs of different global network users. The relation model of the subjects of the informational and educational space has been described. The model includes lecturers and learners as well as the content curators. The necessity of humanitarian potential development in the informational and communicational environment has been argued as well as the development of a creative class of people who share their existential experience, knowledge and wisdom. The development of every society member in the robot-based artificial intelligence environment has been considered to be defective without any interpersonal interaction and learners’ activity in the online community. Thus, the psychological and pedagogical theories of connectionism, social learning, multiple intelligences, and some others are to be recognized in the development of hardware and software base for education technologies.

  5. Students' Consent to a Teacher's Pedagogical Authority

    Science.gov (United States)

    Harjunen, Elina

    2011-01-01

    In this paper student comments are examined to identify a typology of demands for granting their consent to a teacher's pedagogical authority. The data for this study (136 written responses and 66 interviews) have been collected from students in a Finnish comprehensive school and examined by means of a theory-bounded content analysis. The results…

  6. USER-DEFINED CONTENT IN A MODERN LEARNING ENVIRONMENT FOR ENGINEERING GRAPHICS

    Directory of Open Access Journals (Sweden)

    DOLGA Lia

    2008-07-01

    Full Text Available New pedagogic methods are developed during the current “knowledge-based era”. They replace the “taught lesson” by collaboration, reflection and iteration; in this context, the internet should not remain only a convenient and cheep (if not free mechanism for delivering traditional materials online. As the amount of available information continues to enlarge and diversify, the skills needed to access and process this information become quickly outdated. The ability to use new technologies and a wide range of multimedia tools will define success. This paper outlines the important role played by the user-generated content in defining new pedagogical approaches to learning in the context of online communities. Graphical subjects, like “Computer Graphics” and “Computer Aided Design” require an active participation of the student. Students-led lessons and students generated content give consistency and aid value to the educational process. The term of “teaching” transforms in “studying”.

  7. PEDAGOGICAL SUPPORT OF FORMATION OF MORAL AWARENESS OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Aksana F. Hodko

    2015-01-01

    Full Text Available The purpose of this article is to consider the features of pedagogical support of the formation of moral awareness of students, its main components and principles, to describe the components of the professional culture of the teacher, to determine the pedagogical conditions of development of moral awareness of students on the basis of the realization of the principle of the educative training of modern specialists.Methods. Methods involve comparative analysis of literary sources, analysis of documents, systematization and generalization of theoretical material, logicaland-historical analysis, causal analysis, functional analysis, system-andstructural analysis.Results. It is shown that the global goal of modern high school is the formation of a constructive, creative personality, embodying a highly qualified specialist, a good family man, a conscious citizen and patriot of his/her homeland, responsible for its present and future. The importance of ideological and educational functions of the teacher significantly increases and is aimed at updating the ideological position of student, his professional, civic, and spiritual-and-moral formation. Moral development of personality is a process of the formation and changing of the individual as the subject of morality, involving the development of individual systems of moral values on the basis of the adoption of moral experience of mankind, which is the evidence of moral self-affirmation and personal integrity. Modern social-and-cultural conditions require updating the content, forms and methods of education in an establishment of higher education with the reorientation from the traditional educational work to personal-oriented educational process based on the use of active (interactive pedagogical tools. An important requirement for effective organization of educational process of students is the realization of proved organizational and psycho-pedagogical conditions. Wellorganized process of education

  8. Pedagogical action by Physical Education teachers from Rio Grande do Sul Federal Technical Schools

    Directory of Open Access Journals (Sweden)

    Edson Souza de Azevedo

    2008-06-01

    Full Text Available The aim of this study is to describe the pedagogical action taken by Physical Education teachers (n=41 from Rio Grande do Sul Federal Technical High Shools (n=12, contextualizing the pedagogical approaches which guide the pedagogical action. The study was an exploratory descriptive one which analyzed the circumstances of the classes and the teachers’actions. The profile presented by teachers shows the interaction of formative, recreational, sportive conceptions. Daily, activities practiced in schools are mostly related to recreational and sportive games, gymnastics and walks. The pedagogical approaches adopted by teachers are the physical activity approach and the humanist approach. As a conclusion, teachers’pedagogical practice is focused on Physical Education teachers’s valorization as a school curricular content and search for changing their practice in qualified healthy activities.

  9. Giving Students Control over Their Learning; from Self-guided Museum Visits and Field Trips to Using Scanning Technology to Link Content to Earth Samples

    Science.gov (United States)

    Kirkby, K. C.; Phipps, M.

    2011-12-01

    While it may seem counterintuitive, sometimes stepping back is one of the more effective pedagogical approaches instructors can make. On museum visits, an instructor's presence fundamentally alters students' experiences and can curtail student learning by limiting questions or discouraging students from exploring their own interests. Students often rely on the instructor and become passive observers, rather than engaged learners. As an alternative to instructor-led visits, self-guided student explorations of museum exhibits proved to be both popular and pedagogically effective. On pre-instruction and post-instruction surveys, these ungraded, self-guided explorations match or exceed the efficacy of traditional graded lab instruction and completely eclipse gains normally achieved by traditional lecture instruction. In addition, these explorations achieve the remarkable goal of integrating undergraduate earth science instruction into students' social lives. Based on the success of the self-guided museum explorations, this fall saw the debut of an attempt to expand this concept to field experiences. A self-guided student field exploration of Saint Anthony Falls focuses on the intersections of geological processes with human history. Students explore the waterfalls' evolution, its early interpretation by 18th and 19th century Dakota and Euro-America societies, and its subsequent social and economic impacts on Upper Midwest societies. Self-guided explorations allow students to explore field settings on their own or with friends and family in a more relaxed manner. At the same time, these explorations give students control over, and responsibility for, their own learning - a powerful pedagogical approach. Student control over their learning is also the goal of an initiative to use scanning technologies, such as linear bar codes, 2D barcodes and radio-frequency identification (RFID), to revolutionize sample identification and study. Scanning technology allows students to

  10. Pedagogical professional training in Cuban educative context

    Directory of Open Access Journals (Sweden)

    Mayre Acosta Calderón

    2015-05-01

    Full Text Available The conception of the pedagogical professional training has evolved alongside with the educative changes that have taken place in the history of Cuban education. This research was intended to examine the evolution of professional training from the foundation of colleges of Education to the present. The study takes into account the relation of the instructive, educative and developing aspects; the development of the professional needs and their influence on cognitive and formative activity of learners and their professional performance; the components of contents included in the evaluation of the professional competence; and the comprehensive disciplinary approach of the formation process. Thus, this investigation is aimed at providing a historical analysis of the development of the pedagogical professional training, illustrating the continuity of the formative process in Cuban context. This study revealed the main trends of the pedagogical professional training for the General Senior High Education, It shows the movement from a former segmentation of instructive and educative components and emotional and intellectual educations to a and interconnected approach of both processes.

  11. Pedagogical Lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2011-01-01

    theoretical and practical development. The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dic¬tionaries" and "learners' dictionaries...... to overcome the present confusion, it is therefore urgent to establish a typology that can be used as reference by scholars dealing theoretically with the subfield of pedagogical lexicography. The article will first show the amazing variety of mean¬ings addressed to the various terms in the theoretical...... literature. It will then approach the problem along two different lines: 1) establishing a clear definition of the terms "pedagogical", "didactic", "school" and "learner" in a lexicographical perspective, and 2) referring to the existing practice where the terms are frequently used in a much broader sense...

  12. VOCATIONAL-PEDAGOGICAL EDUCATION IN RUSSIA: HISTORICAL AND LOGICAL PERIODS

    Directory of Open Access Journals (Sweden)

    V. A. Fedorov

    2017-01-01

    Full Text Available Introduction. Rapid social and economic changes demand new methods and forms of vocational training, reorganization of content of professional education, i.e. its modernizations which cannot be carried out without existence of the qualified pedagogical staff. Therefore, high-quality professional and pedagogical preparation becomes today not just one of education components, and, without exaggeration, a guarantee of social and economic wellbeing of the country. To provide due functioning of the system of vocational pedagogical education (VPE, it is necessary to understand its specifics and regularities of development; thus, it is necessary to track formation and evolution of the system.The aim of the study is to provide retrospective analysis at the organizational and substantial level of development of VPE in Russia as the social and pedagogical system.Methodology and research methods. The historical and logical approach has become the leading approach while researching the problems of VPE. It allows us to build the accurate sequence of formation of the system of training of teachers of specific disciplines and masters of vocational training; on this basis to reveal its shortcomings and possibilities.Results and scientific novelty. A brief background into history of the Russian and foreign vocational pedagogical education existing prior to the beginning of the 20th century is given. The chronology of development of VPE in Russia since 1920-s till modern period is presented. According to the key changes happening in a target and organizational-content part of VPE, six stages are distinguished and described. It is shown that development of this type of education as a social and pedagogical system is caused by socio-economic factors and administrative decisions; at the same time the VPE system has own regularities, principles of functioning and internal potential for further improvement.The relevance of the appeal to VPE history is emphasized. The

  13. PRECONDITIONS OF INTRODUCTION OF COMPUTER-ORIENTED MEANS OF EDUCATION IN PEDAGOGICAL COLLEGES

    Directory of Open Access Journals (Sweden)

    Olga M. Naumenko

    2010-08-01

    Full Text Available The topical issues of introduction of means of information-communication technologies in the process of teacher training in pedagogical college with use of essentially new ways of informative activity are considered. On the basis of the researches spent in pedagogical colleges of Kyiv, the process of working out and introduction of new training courses is analyzed.

  14. Designing and Evaluating a Professional Development Programme for Basic Technology Integration in English as a Foreign Language (EFL) Classrooms

    Science.gov (United States)

    Ansyari, Muhammad Fauzan

    2015-01-01

    This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university's English language teaching setting. The study explored the characteristics of this programme to English lecturers' technological pedagogical content knowledge (TPCK) development. This design-based research employed…

  15. Consolidating Orientation of Pedagogic Functions of University Teachers in International Students Training

    Science.gov (United States)

    Dzhamalova, Bika B.; Timonin, Andrey I.; Kolesov, Vladimir I.; Pavlov, Vladimir V.; Evstegneeva, Anastasiia A.

    2016-01-01

    This article is focused on the development of the structure and content of consolidating orientation of pedagogical functions of university teachers in international students' training. The leading method of research is the modeling method that allows producing of the established structure's and content's justification of consolidating orientation…

  16. Investigating the effect of question-driven pedagogy on the development of physics teacher candidates' pedagogical content knowledge

    Science.gov (United States)

    Milner-Bolotin, Marina; Egersdorfer, Davor; Vinayagam, Murugan

    2016-12-01

    This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates' design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study.

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

    Directory of Open Access Journals (Sweden)

    Marina Milner-Bolotin

    2016-09-01

    Full Text Available This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates’ design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study.

  18. Supporting Pre-Service Teachers in Designing Technology-Infused Lesson Plans

    Science.gov (United States)

    Janssen, N.; Lazonder, A. W.

    2016-01-01

    The present study compared the effectiveness of two types of just-in-time support for lesson planning. Both types contained the same technological information but differed regarding pedagogical and content information. The first type presented this information separately (i.e., separate support); the second type presented this information in an…

  19. Categorizing Pedagogical Patterns by Teaching Activities and Pedagogical Value

    DEFF Research Database (Denmark)

    Eriksen, Ole

    2006-01-01

    The main contribution of this paper is a proposal for a universal pedagogical pattern categorization based on teaching values and activities. This categorization would be more sustainable than the arbitrary categorization implied by pedagogical pattern language themes. Pedagogical patterns from two...... central patterns languages are analyzed and categorized, and the result is a catalogue theoretically founded and practical in its application. The teaching values are derived from learning theories, implying the theoretical foundation of the catalogue. In order to increase the usability of the value...

  20. Children’s Sensitivity to the Knowledge Expressed in Pedagogical and Non-Pedagogical Contexts

    Science.gov (United States)

    Gelman, Susan A.; Ware, Elizabeth A.; Manczak, Erika M.; Graham, Susan A.

    2013-01-01

    The present studies test two hypotheses: (1) that pedagogical contexts especially convey generic information (Csibra & Gergely, 2009), and (2) that young children are sensitive to this aspect of pedagogy. We examined generic language (e.g., “Elephants live in Africa”) in three studies, focusing on: informational versus narrative children’s books (Study 1), the language of 6-year-old children and adults assuming either a pedagogical (teacher) or non-pedagogical (friend) role (Study 2), and the language of 5-year-old children and adults speaking to either an ignorant alien (pedagogical context) or a peer (non-pedagogical context; Study 3). Results suggest that generics are more frequent in informational than narrative texts. Furthermore, both adults and young children provide more generic language in pedagogical contexts and when assuming a pedagogical role. Together, the studies demonstrate that pedagogical contexts are distinctive in conveying generic information, and that children are sensitive to this aspect of the language input. We suggest that generic knowledge is more useful in making predictions about the future, and thus more highly valued during instruction. PMID:22468565

  1. Perceptions of Pedagogical Formation Students about Web 2.0 Tools and Educational Practices

    Science.gov (United States)

    Avci Yücel, Ümmühan

    2017-01-01

    This study aims to examine pedagogical formation students' perceptions about Web 2.0 tools and educational practices. A case study approach forms the methodological framework of this study. This study was conducted with 42 pedagogical formation students of an Instructional Technology and Material Design course during the 2014-2015 spring semester.…

  2. Declared Pedagogical Values of Coaches at Hungarian Football Academies

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    Varga Dániel

    2018-03-01

    Full Text Available This paper is based on empirical research that was carried out in the total population of the coaches employed at Hungarian football academies (N=196. The main objectives of the investigation were to reveal the coaches’ opinions about some major pedagogical views and to discover whether they realize their declared pedagogical values or not. The methods for collecting the data were a self-administered questionnaire, analysis of documents, and semi-structured interviews. The results are presented according to the following sub-topics: The content and the structure of the coaches’ pedagogical values and the place of education in coaching effectiveness. Based on the findings, it is concluded that the disregard of pedagogical values can cause continuous harm to both the athletes and the coaches. The personality of young players suffering from educational and emotional neglect might develop in a one-sided manner. The effect of dysfunctional consequences with the coaches might prevent them from achieving their goals. In the worst case scenario, ignoring the young players’ education can hinder the realization of the coaches’ intended objectives and can result in unintended and adverse outcomes.

  3. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

    2016-08-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

  4. The Development and Validation of an Instrument for Assessing College Students' Perceptions of Faculty Knowledge in Technology-Supported Class Environments

    Science.gov (United States)

    Shih, Ching-Lin; Chuang, Hsueh-Hua

    2013-01-01

    Research in the area of educational technology has argued that the technological pedagogical content knowledge of faculty is crucial to addressing the challenge of teaching in higher education in the digital age, which is characterized by the common use of instructional technology in college classrooms and the ubiquitous presence of computing on…

  5. Learning Trajectory for Transforming Teachers' Knowledge for Teaching Mathematics and Science with Digital Image and Video Technologies in an Online Learning Experience

    Science.gov (United States)

    Niess, Margaret L.; Gillow-Wiles, Henry

    2014-01-01

    This qualitative cross-case study explores the influence of a designed learning trajectory on transforming teachers' technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The TPACK Learning Trajectory embeds tasks with specific instructional strategies within a social metacognitive…

  6. [The pedagogical practice of nursing teachers and their knowledge].

    Science.gov (United States)

    Madeira, Maria Zélia de Araújo; Lima, Maria da Glória Soares Barbosa

    2007-01-01

    This article has as objectives investigate the faculty knowledge that embase the pedagogical practice of the nursing-professors, glimpsing to understand the meaning of this social practice in what it refers to the process to become a professional professor. The qualitative nature study, with methodological emphasis in verbal story, used as instruments of data collection semi-arranged interviews, and the data analysis starting from the content analysis. Among the results obtained from the analysis, it has proven that the faculty knowledge and the pedagogical practice positively incises for the consolidation of the process to become professional professor in the scope of the faculty in the nursing course at UFPI.

  7. Tell Me Why! Content Knowledge Predicts Process-Orientation of Math Researchers' and Math Teachers' Explanations

    Science.gov (United States)

    Lachner, Andreas; Nückles, Matthias

    2016-01-01

    In two studies, we investigated the impact of instructors' different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to…

  8. Technological Innovation in Primary Education

    Directory of Open Access Journals (Sweden)

    Luisana Sleny López Alvarado

    2018-05-01

    Full Text Available The purpose of this essay is to reflect on technological innovation in Primary Education. In this idea, information processing was used to support the analysis of the theoretical approaches related to the relevance of education that is based on a significant pedagogical practice capable of developing the capacities and interests, so that they can appropriate the global and local content in the vision of access to information, considering social opportunities. The restructuring to which education has been subjected has been influenced by advances in science, technology and the demands of a complex, dynamic and uncertain society in the processes of educational innovation, which involves the introduction of something new in education. the educational system, modifying its teaching-learning structures through the incorporation of Information and Communication Technologies (ICT in the curricular design of primary education in its intention to train for incursion into science and technology from use of a wide range of didactic resources that lead to pedagogical innovation. It was concluded that technological innovation in the educational praxis of primary education, requires in addition to the vocation of service, to study the new didactic paradigms to display their reflective capacity and assume the commitment to acquire digital literacy to assume the requirements of a knowledge society which is increasingly globalized.

  9. Distributed Repositories for Educational Content - Part 1: Information Management for Educational Content

    Directory of Open Access Journals (Sweden)

    Bernd J. Krämer

    2011-07-01

    Full Text Available As education providers increasingly integrate digital learning media into their education processes, the need for the systematic management of learning materials and learning arrangements becomes clearer. Digital repositories, often called Learning Object Repositories (LOR, promise to provide an answer to this challenge. This article is composed of two parts. In this part, we derive technological and pedagogical requirements for LORs from a concretization of information quality criteria for e-learning technology. We review the evolution of learning object repositories and discuss their core features in the context of pedagogical requirements, information quality demands, and e-learning technology standards. We conclude with an outlook in Part 2, which presents concrete technical solutions, in particular networked repository architectures.

  10. Proposal of a pedagogical model for mathematics teacher education

    Directory of Open Access Journals (Sweden)

    Alfonso Jiménez Espinosa

    2011-01-01

    Full Text Available This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI. This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field.

  11. Differential item functional analysis on pedagogic and content knowledge (PCK) questionnaire for Indonesian teachers using RASCH model

    Science.gov (United States)

    Rahmani, B. D.

    2018-01-01

    The purpose of this paper is to evaluate Indonesian senior high school teacher’s pedagogical content knowledge also their perception toward curriculum changing in West Java Indonesia. The data used in this study were derived from a questionnaire survey conducted among teachers in Bandung, West Java. A total of 61 usable responses were collected. The Differential Item Functioning (DIFF) was used to analyze the data whether the item had a difference or not toward gender, education background also on school location. However, the result showed that there was no any significant difference on gender and school location toward the item response but educational background. As a conclusion, the teacher’s educational background influence on giving the response to the questionnaire. Therefore, it is suggested in the future to construct the items on the questionnaire which is coped the differences of the participant particularly the educational background.

  12. A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types

    Directory of Open Access Journals (Sweden)

    Yeonjeong Park

    2011-02-01

    Full Text Available Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning with electronic learning (e-learning and ubiquitous learning (u-learning and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1 high transactional distance socialized m-learning, 2 high transactional distance individualized m-learning, 3 low transactional distance socialized m-learning, and 4 low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

  13. Rethinking Game Based Learning: applying pedagogical standards to educational games

    NARCIS (Netherlands)

    Schmitz, Birgit; Kelle, Sebastian

    2010-01-01

    Schmitz, B., & Kelle, S. (2010, 1-6 February). Rethinking Game Based Learning: applying pedagogical standards to educational games. Presentation at JTEL Winter School 2010 on Advanced Learning Technologies, Innsbruck, Austria.

  14. A FUNCTIONAL MODEL OF COMPUTER-ORIENTED LEARNING ENVIRONMENT OF A POST-DEGREE PEDAGOGICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Kateryna R. Kolos

    2014-06-01

    Full Text Available The study substantiates the need for a systematic study of the functioning of computer-oriented learning environment of a post-degree pedagogical education; it is determined the definition of “functional model of computer-oriented learning environment of a post-degree pedagogical education”; it is built a functional model of computer-oriented learning environment of a post-degree pedagogical education in accordance with the functions of business, information and communication technology, academic, administrative staff and peculiarities of training courses teachers.

  15. How Prepared Are Our Pre-Service Teachers to Integrate Technology? A Pilot Study

    Science.gov (United States)

    Sweeney, Trudy; Drummond, Aaron

    2013-01-01

    This study examines pre-service teachers' technological, pedagogical and content knowledge and the relationships between the factors influencing the development of this knowledge. It concludes with a discussion about the major implications of these findings for the improvement of pre-service teacher education courses. The participants were…

  16. A pedagogical analysis of science textbooks: How can we proceed?

    Science.gov (United States)

    Koulaidis, Vasilis; Tsatsaroni, Anna

    1996-03-01

    This paper discusses some of the available frameworks for the pedagogical analysis of school science textbooks. First, it distinguishes between (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used, and the teaching methods promoted; and (b) those which consider the principles that organize the content and the form of presentation. In attempting to consider the sorts of principles that may be used in the studies categorised under (b), two crucial issues are discussed. The first issue refers to the relationship between scientific knowledge and school knowledge, which, as the relevant literature suggests, might not be conceived merely as a simplified “casting” of the scientific structure, but rather should be understood as a complex social process. The second issue explicitly addresses the nature of the pedagogic relationship and the place of the pedagogic text within it. Recent views about the nature of knowledge, it is argued, would suggest a reconceptualisation of the teaching activity, and indicate a model according to which the three elements of the teaching situation-the content, the pupil and the teacher—are seen as being (re)constituted in their articulation within and through the text(book). Thus, for example, what is to be a competent pupil in this approach is a function of the text. On the basis of these considerations, three approaches to the analysis of science textbooks are discussed: the socio-cognitive, the sociolinguistic and the socio-epistemic. The relative merits of the third approach are considered, and some examples are used from Greek science textbooks.

  17. Pinning and Practice: Using Pinterest as a Tool for Developing Pedagogical Content Knowledge

    Science.gov (United States)

    Grote-Garcia, Stephanie; Vasinda, Sheri

    2014-01-01

    Pinterest (http://www.pinterest.com/) is one of the fastest growing social media sites (Duggan & Smith, 2013) and teachers are using it more and more for pedagogical ideas. In response to the increased use of social media in K-12 classrooms, it is highly important to prepare preservice teachers to incorporate these tools into their pedagogy.…

  18. Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning

    Science.gov (United States)

    Stender, Anita; Brückmann, Maja; Neumann, Knut

    2017-08-01

    This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence.

  19. FORMATION OF MORAL VALUES OF STUDENTS OF PEDAGOGICAL INSTITUTES

    Directory of Open Access Journals (Sweden)

    Tatiana Mikhaylovna Borisova

    2017-03-01

    Full Text Available Purpose. The article is devoted, in terms of improving the education system in Russia, political and economic reality, the subject of moral education of future teachers. The subject of analysis are the pedagogical conditions of education of moral values. The author aims to reveal the value of the spiritual culture of the people in the education of moral values at the future teachers. Methodology. The basis of the research form the theoretical and methodological analysis, equity and advanced pedagogical experience, diagnostic methods. Results. The results concluded that the author notes a significant increase in the level of formation of moral values in students of the experimental group. Practical implications. The proposed system of pedagogical conditions, technologies, forms and methods as a holistic innovation process can be used in the work of teachers and educators of secondary schools, employees of institutions of additional education.

  20. Content

    DEFF Research Database (Denmark)

    Keiding, Tina Bering

    secondary levels. In subject matter didactics, the question of content is more developed, but it is still mostly confined to teaching on lower levels. As for higher education didactics, discussions on selection of content are almost non-existent on the programmatic level. Nevertheless, teachers are forced...... curriculum, in higher education, and to generate analytical categories and criteria for selection of content, which can be used for systematic didactical reflection. The larger project also concerns reflection on and clarification of the concept of content, including the relation between content at the level......Aim, content and methods are fundamental categories of both theoretical and practical general didactics. A quick glance in recent pedagogical literature on higher education, however, reveals a strong preoccupation with methods, i.e. how teaching should be organized socially (Biggs & Tang, 2007...

  1. Sex education in the pedagogical practice of public school teachers

    Directory of Open Access Journals (Sweden)

    Camila Borges Rufino

    2013-12-01

    Full Text Available This descriptive study was performed with 29 teachers from three public state schools in Goiânia, Goiás state. The teachers answered a semi-structured questionnaire that aimed at verifying the pedagogical practice in sex education, difficulties related to the theme, and the need for training. Most teachers were male (69% and aged between 25 and 35 years (74%. Half held a graduate degree (54% in human sciences (49%. Nearly all teachers find difficulties in working the topic (89% and need training (93%. Contents on sexuality were not addressed in the Political Pedagogical Projects (76% and the biology program aimed at teaching the theme (55%, a reality that disagrees with the National Curricular Standards, which is based on transversality. Partnerships between health and education must be established, particularly between the Family Health Strategy the higher education institutions, providing public school teachers with the necessary didactic-pedagogical support to address sexuality in the classroom. Descriptors: Sexuality; Schools; Nursing; Public Health.

  2. Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

    NARCIS (Netherlands)

    Boschman, F.B.; McKenney, Susan; Voogt, Joke

    2015-01-01

    Research shows the benefits of collaborative design activity by teachers are that in their conversations (design talk) they develop technological pedagogical content knowledge (TPACK). While more and more teachers engage in collaborative design, little is known about how they use TPACK during

  3. Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

    NARCIS (Netherlands)

    Boschman, Ferry; McKenney, Susan; Voogt, Joke

    2016-01-01

    Research shows the benefits of collaborative design activity by teachers are that in their conversations (design talk) they develop technological pedagogical content knowledge (TPACK). While more and more teachers engage in collaborative design, little is known about how they use TPACK during

  4. Facilitating Student-Generated Content Using Web 2.0 Technologies

    Science.gov (United States)

    Lee, Eunbae

    2011-01-01

    Web 2.0 technologies have created a trend of user-generated content by supporting media production, collaboration, communication, and dissemination. User-generated content is translated into student-generated content (SGC) in education. SGC engages learners in an authentic project that fosters students' autonomy, creativity, and real-world…

  5. Preparation of future teachers to psychological and pedagogical parental culture improvement in incomplete families

    Directory of Open Access Journals (Sweden)

    Tetiana Strutynska

    2017-03-01

    Full Text Available The article reveals the need for special training of future teachers for improvement ofpsychological and pedagogical parents’ culture who live separately from incomplete families. Efficiency conditions of such training in semantic and technological aspects are highlighted.Key words: incomplete family, psychological and pedagogical culture of a father,efficiency conditions of future teachers preparation for working with a parent from singleparentfamilies.

  6. Middle school science teachers' reaction and pedagogical response to high stakes accountability: A multiple case study

    Science.gov (United States)

    Tse, Kenneth

    The purpose of this study was to understand how science teachers reacted to the high stakes accountability and standardized testing in California. In a multiple case study of middle and intermediate schools in Southern California, four research questions focused on the perceptions of secondary science teachers and how they responded to the changes in the accountability specifically geared towards science as a content area, the pedagogical skills teachers were using both outside and inside of the classroom that impact instruction, the pedagogical training received that related specifically to the content standards, the tools or impediments that existed for teachers to successfully utilize these pedagogical methods and types of support and assistance the school site administration and/or school district offered in learning about the California Science Standards and the STAR test. Interviews were conducted with multiple middle/intermediate school teachers, science department chairpersons and school site administrators to gather information about what the classroom teachers were doing pedagogically to improve student performance on the STAR tests. Moreover, the study described the issues that supported the professional development of the teacher and what schools and districts were doing to support them.

  7. PEDAGOGICAL PRINCIPLES OF THE DESIGN AND DEVELOPMENT OF EXPERT TRAINING SYSTEMS

    Directory of Open Access Journals (Sweden)

    Oleh Shevchuk

    2016-05-01

    Full Text Available The articles defines the system of pedagogical principles (centering on an individual, the priority of the pedagogical approach, educational appropriateness of the use of new information technologies; the freedom of choice of the cognitive trajectory; diversity; openness and development; professional orientation; "precedent", the emotional fulfillment of the environment; the distribution of educational material which has to lie on the basis of designingeducational techniques which are based on expert training systems. The gnosiological grounds for the mentioned system of principles are provided.

  8. Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education

    Science.gov (United States)

    Kuo, Nai-Cheng

    2015-01-01

    This study aims at exploring how the Technological Pedagogical and Content Knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA '04 and Research for Inclusive Settings (IRIS) modules in preservice teacher education. The purposes of this study were to maximize the potential of TPACK at the college and university…

  9. Modeling units of study from a pedagogical perspective: the pedagogical meta-model behind EML

    NARCIS (Netherlands)

    Koper, Rob

    2003-01-01

    This text is a short summary of the work on pedagogical analysis carried out when EML (Educational Modelling Language) was being developed. Because we address pedagogical meta-models the consequence is that I must justify the underlying pedagogical models it describes. I have included a (far from

  10. Pedagogical Studies in Teacher Education: Reintroducing methodology as the core of pedagogical studies

    Directory of Open Access Journals (Sweden)

    Marianne Vinje

    2016-04-01

    profession. The findings show an inconsistent use of concepts in pedagogical studies and varying concepts describing didactic categories of classroom activities and prac­tices, if they are present. The role of pedagogy in teacher education has varied, from being the main subject to a subject of reflection, and from a base for knowledge and tools to a base for reflection and formation. This article suggests that pedagogical studies must primarily include basic concepts concerning central activities or practices of the teaching profession as a way to reintroduce methodology and bring teacher education closer to the profession. With classroom activities as the foundation and framework, combined with the science of education, a pedagogy of teacher education can constitute itself. This approach also brings pedagogical studies back to the curricula covering the 1837–1939 period with teaching as their core content, and teaching methodology and didactics as the real pedagogy of teacher education.Keywords: student teachers, pedagogical studies, methodology, national curricula, reflection, pedagogy of teacher education

  11. The Ways to Promote Pre-service Science Teachers’ Pedagogical Content Knowledge for Inquiry in Learning Management in Science Course

    Directory of Open Access Journals (Sweden)

    Siriphan Satthaphon

    2017-09-01

    Full Text Available This classroom action research aimed to study the ways to promote pre-service science teachers’ pedagogical content knowledge for inquiry (PCK for inquiry. The participants were 37 students who enrolled in Learning Management in Science course in academic year 2014. Multiple data sources including students’ lesson plans, reflective journals, teacher’s logs, and worksheets were collected. The inductive approach was used to analyze data. The findings revealed the ways to promote pre-service science teachers’ PCK for inquiry consisted of being teacher’s explicit role model ; providing students to reflect their practices that link between their knowledge and understandings ; reflection from video case ; collaboration between students and teacher in learning activities planning, and allowing students to practice in actual situation could be better influence students not only reflect their understandings but also design, and teach science through inquiry.

  12. Preschool Teachers' Sensitivity to Mathematics in Children's Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs

    Science.gov (United States)

    Anders, Yvonne; Rossbach, Hans-Günther

    2015-01-01

    Without a doubt, math-related pedagogical content knowledge (PCK), pedagogical beliefs, and emotional attitudes are considered important dimensions of preschool teachers' professional competence. This research, however, documents that they are still understudied. This study focuses on certain aspects of the described dimensions: the sensitivity…

  13. Pedagogical processes in healthcare: an exploratory study of pedagogic work with patients and next of kin.

    Science.gov (United States)

    Hult, Håkan; Lindblad Fridh, Marianne; Lindh Falk, Annika; Thörne, Karin

    2009-12-01

    Care and education have much in common, and work in the healthcare sector is closely associated with learning and teaching. It is felt that many in the healthcare and medical services are not aware of their pedagogic skills and how they can be developed. FRAME OF REFERENCE: Belonging to a community of practice means that you share perspectives, methods and language. The aim is to describe the pedagogical discourse by identifying pedagogical processes and studying the staff's awareness of such processes or situations in which a pedagogical approach would be useful in their work with patients and next of kin. A qualitative study based on individual and group interviews. The analysis is directed by grounded theory. The pedagogical processes varied in length and quality. Most were unplanned and were usually embedded in treatment. The pedagogical process is linear (planning, goal setting, teaching and evaluating) in an educational setting but we found that the beginning and end can be unclear and the goals can be vague or non-existent. The pedagogical process is best described using the concepts Read, Guide and Provide learning support. The pedagogical discourse in healthcare is almost silent. Data indicate that at the collective level there is very little support for professional development of pedagogical ability. Tacit knowledge may therefore remain silent even though it may be possible to formulate and describe it. There is a strong need to focus on the pedagogical parts of the work and to encourage and support the development of professional pedagogical knowledge.

  14. New experiences in pedagogical lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2012-01-01

    The Santiago-based Centro de Lingüística Aplicada has produced two school dictionaries, the Diccionario Escolar Ilustrado and the Diccionario Básico Escolar, which together cover the 12 grades from Primary School over Secondary Basic School to High School. They are in various ways innovating in t......, the Internet and the Cuban national Intranet (soon). The article analyses the two dictionaries in terms of their methodology, functions, content, structure, and layout and presents some suggestions for future editions as well as for pedagogical lexicography in general...... in terms of the solid preparatory work, the design and content of the articles, the cheap production methods, and the work that has been carried out with a view to effectively reaching the target user group with an output of until now more than 100 000 printed copies as well as their accessibility on CD...

  15. PEDAGOGICAL ASPECTS IMPLEMENTATION PERSONALLY ORIENTED APPROACH WHILE PREPARING TEACHERS FUTURE TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Olena Shuryn

    2017-07-01

    Full Text Available The pedagogical aspects of the implementation of the personality oriented approach in training future technology teachers are considered. The theoretical analysis of scientific studies in the area of professional training of the future teacher, the technology teacher in particular, is carried out. The dictionary interpretation of the personality oriented approach is analyzed. The study of the substantiation of this method in scientific works has been carried out. The main positions for understanding of the essence of personality oriented education are outlined, namely ensuring the disclosure of the individuality of each student, his abilities, inclinations, interests, value orientations and subjective experience; Realization of the educational process taking into account personal abilities of students; Creation of conditions for self-development, self-expression and self-improvement of future specialists; Deeper, holistic understanding of the student's personality in the educational process. The features of personality oriented education are determined. The emphasis is made on the principle of natural conformity as the basic principle of personality oriented education. There have been determined the basic tasks and the initial provisions of the construction of the personality oriented system of education, which envisages the creation of a suitable educational environment, democratization of the teacher-student relations, as well as the activation of each student in order to develop his personal and professional abilities and qualities, strengthening his subjective functions. The criteria of effective organization of personality oriented education are outlined. The approaches of personality oriented education, namely individual, social-psychological, age, activity, system-psychological, multilevel, differentiated and subjective-personal, are defined. There have been highlighted the main methodical components of the personality oriented training

  16. UC@MOOC: A pedagogical innovation to face the challenges of ...

    African Journals Online (AJOL)

    Log in or Register to get access to full text downloads. ... This work presents the UC@MOOC project as a pedagogical innovation to ... Audiovisual digital contents also help us to save time, and go to a hybrid teaching or even flipped classrooms in some ... Keywords: MOOC, e-Learning, Blended learning, flipped classroom, ...

  17. IT-pedagogical Think Tank for Teacher-teams in Global Classroom,

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    -going and structured way. The teachers continuously create new results through this new practice in regard to the learning design and the use of educational technology based on issues, wishes and visions of the teachers as well as the organization. The model is a response to the needs and challenges the teachers...... to establish an agile on-going practice, enabling the teacher-team to reflect, innovate and create new solutions for the constantly occurring It-pedagogical issues on a theoretical and practical level in a way that empowers, engages and motivates the teachers in their daily working life.......The IT pedagogical think tank for teacher-teams (ITP4T) is the first version of a “continuous competence development model”. The purpose of this model is to provide teachers and educational organizations with a reflective tool that enables them to create pedagogical innovation in an on...

  18. Formation of professional competence of the future teachers of physical training by methods of pedagogical situations.

    Directory of Open Access Journals (Sweden)

    Chernyakov V.V.

    2011-02-01

    Full Text Available The model of usage of pedagogical situations during professional training of the future teachers of physical training is shown. In creation of model is used practical experience of usage of pedagogical situations during teaching and educational process at faculty of physical training. Efficiency of application of pedagogical situations during formation of professional competence of the future teachers of physical training is proved. The main element of the technology of forming professional competence was research and problem-educational tasks that stimulate students' activity.

  19. Beyond Robotic Wastelands of Time: Abandoned Pedagogical Agents and "New" Pedalled Pedagogies

    Science.gov (United States)

    Savin-Baden, Maggi; Tombs, Gemma; Bhakta, Roy

    2015-01-01

    Chatbots, known as pedagogical agents in educational settings, have a long history of use, beginning with Alan Turing's work. Since then online chatbots have become embedded into the fabric of technology. Yet understandings of these technologies are inchoate and often untheorised. Integration of chatbots into educational settings over the past…

  20. Face-to-Face Interaction with Pedagogical Agents, Twenty Years Later

    Science.gov (United States)

    Johnson, W. Lewis; Lester, James C.

    2016-01-01

    Johnson et al. ("International Journal of Artificial Intelligence in Education," 11, 47-78, 2000) introduced and surveyed a new paradigm for interactive learning environments: animated pedagogical agents. The article argued for combining animated interface agent technologies with intelligent learning environments, yielding intelligent…

  1. Perceptions of Technological, Pedagogical and Content Knowledge (TPACK) among Pre-Service Teachers in Estonia

    Science.gov (United States)

    Luik, Piret; Taimalu, Mere; Suviste, Reelika

    2018-01-01

    Most countries stress that preparing quality teachers for twenty-first century students is an essential task for teacher training institutions. Besides the skills for how to teach subjects effectively, teachers should also know how to integrate digital technology into their teaching. Several studies have been done based on the TPACK framework.…

  2. A Technology Integration Education (TIE) Model: Millennial Preservice Teachers' Motivations about Technological, Pedagogical, and Content Knowledge (TPACK) Competencies

    Science.gov (United States)

    Holland, Denise D.; Piper, Randy T.

    2014-01-01

    Nobel laureates Schultz (1971) and Becker (1964, 1993) reinvigorated the analysis of education investments. Human capital investments that improve cognitive skills for elementary and secondary students have important economic implications. An interdisciplinary, 12-construct technology integration education (TIE) model was developed. The sample…

  3. A Preliminary Evaluation of Short Blended Online Training Workshop for TPACK Development Using Technology Acceptance Model

    Science.gov (United States)

    Alsofyani, Mohammed Modeef; Aris, Baharuddin bin; Eynon, Rebecca; Majid, Norazman Abdul

    2012-01-01

    The use of Short Blended Online Training (SBOT) for the development of Technological Pedagogical and Content Knowledge (TPACK) is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blend of pedagogies such as the presentation, demonstration, practice and feedback if they are structured and…

  4. Pedagogical Conditions of Multilevel Foreign Languages Teaching in Pedagogical Higher Education

    Science.gov (United States)

    Kadakin, Vasily V.; Shukshina, Tatiana I.; Piskunova, Svetlana I.; Babushkina, Larisa E.; Falileev, Alexander E.

    2016-01-01

    This article is devoted to pedagogical conditions of multilevel foreign languages teaching in pedagogical higher education. The purpose of the study is to form the students' skills in foreign language mastering, to form the ability to operate independently and autonomously in this activity, both in the specific learning situation, and in the…

  5. Bullying in School: Case Study of Prevention and Psycho-Pedagogical Correction

    Science.gov (United States)

    Ribakova, Laysan A.; Valeeva, Roza A.; Merker, Natalia

    2016-01-01

    The purpose of the study was the theoretical justification and experimental verification of content, complex forms and methods to ensure effective prevention and psycho-pedagogical correction of bullying in school. 53 teenage students from Kazan took part in the experiment. A complex of diagnostic techniques for the detection of violence and…

  6. Pedagogic process modeling: Humanistic-integrative approach

    Directory of Open Access Journals (Sweden)

    Boritko Nikolaj M.

    2007-01-01

    Full Text Available The paper deals with some current problems of modeling the dynamics of the subject-features development of the individual. The term "process" is considered in the context of the humanistic-integrative approach, in which the principles of self education are regarded as criteria for efficient pedagogic activity. Four basic characteristics of the pedagogic process are pointed out: intentionality reflects logicality and regularity of the development of the process; discreteness (stageability in dicates qualitative stages through which the pedagogic phenomenon passes; nonlinearity explains the crisis character of pedagogic processes and reveals inner factors of self-development; situationality requires a selection of pedagogic conditions in accordance with the inner factors, which would enable steering the pedagogic process. Offered are two steps for singling out a particular stage and the algorithm for developing an integrative model for it. The suggested conclusions might be of use for further theoretic research, analyses of educational practices and for realistic predicting of pedagogical phenomena. .

  7. TRAINING THE COMPETITIVE GRADUATES OF PEDAGOGICAL HIGHER SCHOOLS VIA THE SYSTEM OF ADDITIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    L. A. Amirova

    2014-01-01

    Full Text Available The paper is devoted to the problem of professional selfdetermination, which involves selection of and enrolment in a particular educational institution, as well as preparation for a job placement after graduation in the fast changing labor market. Additionally, the authors point out the related complications, caused by deformations in the professional orientation system, and leading to a professional self-identification crisis. The aim of the research is to demonstrate that fostering the competitive university graduates -the priority task of the modern higher school - requires psycho-pedagogical facilitation, and flexible alternative application of available resources of time, content, organization, and technology. However, the necessity to follow the Federal State Educational Standards and other regulatory procedures slows down the higher school’s response to changing realities, and hinders the prompt development of mobile and adaptive educational programs. As an effective tool for solving the problem of professional selfidentification, the author recommends the variational programs of additional education, regarded as an option to the major specialization. The paper discusses the “SchoolofProfessional Success” project, approbated inBashkirskyStatePedagogicalUniversity, based on the competence and person-oriented approaches, and analytical monitoring of students’ requirements for additional skills and knowledge. The above experience can be further extrapolated to different fields of training.

  8. Maintaining Pedagogical Integrity of a Computer Mediated Course Delivery in Social Foundations

    Science.gov (United States)

    Stewart, Shelley; Cobb-Roberts, Deirdre; Shircliffe, Barbara J.

    2013-01-01

    Transforming a face to face course to a computer mediated format in social foundations (interdisciplinary field in education), while maintaining pedagogical integrity, involves strategic collaboration between instructional technologists and content area experts. This type of planned partnership requires open dialogue and a mutual respect for prior…

  9. History, Philosophy, and Science in a Social Perspective: A Pedagogical Project

    Science.gov (United States)

    Guerra, Andreia; Braga, Marco; Reis, Jose Claudio

    2013-01-01

    Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an…

  10. Critérios para a implementação de práticas pedagógicas na formação inicial em educação física e implicações no conhecimento pedagógico do conteúdo dos futuros professores Criteria for implementation of pedagogical practices in physical education teacher education and implications in pedagogical content knowledge of prospective teachers

    Directory of Open Access Journals (Sweden)

    Daniel Marcon

    2011-09-01

    conteúdo e a formação docente dos futuros professores ao longo da formação inicial em Educação Física.Pedagogical content knowledge is conceived as responsible for transforming teachers` content knowledge into teachable knowledge comprehensible to students. For the entire development of the pedagogical content knowledge during Physical Education teacher education, the approximation between contexts of formation and basic education, especially through strategies of pedagogical practices, has been recommended. Considering these concerns, this theoretical essay has aimed to present and discuss some criteria which subsidize formation programs in Physical Education in tasks for structuring and implementing these pedagogical practices. The information analyzed allows to identify five different aspects which can orientate formation programs: place of execution (higher education institution, school or community spaces; number of prospective teachers who will give the pedagogical practice (groups, trios, pairs or individually; students participating in the activities (classmates or community students; number of students participating (one, two, small groups or the whole class; and the number of activities which will be given (one, a pedagogical sequence, or a complete teaching unit. Literature also suggests that the achievement of pedagogical practices goals in prospective formation programs depends on conceptions that formation programs, teacher educators, and prospective teachers have concerning the participation of these forming strategies in the formation of future Physical Education teachers. Therefore, it is believed these five criteria may contribute for the implementation of different modalities of pedagogical practices which will allow pedagogical content knowledge to function as interlocutor between the knowledge base for teaching and the teaching and learning context, which will maximize both gradual development of pedagogical content knowledge itself and

  11. Notes for a pedagogical approach to skills training for entrepreneurship in technical and technological institutes of Ecuador

    Directory of Open Access Journals (Sweden)

    Rosa Roxana Chiquito-Chilán

    2016-10-01

    Full Text Available The enterprise value has increased with the passage of time; and today has special significance especially in countries as in the case of Ecuador; where efforts to changing the productive matrix, a process that involves a productive revolution through the development of knowledge and human talent develop. The achievement of the purposes of this strategy depends largely on the quality of the formation of enterprising professionals. A technical and technological institutes are in business technologists have a key role in such training, in this sense the author of this article as part of the doctoral studies performed in Cuba works, this article contains the fundamentals and Ideas around which develops a pedagogical approach to skills training for entrepreneurship.

  12. Teacher - the central figure of the pedagogical process (the historical and pedagogical aspects.

    Directory of Open Access Journals (Sweden)

    Kolesnik I.A.

    2011-07-01

    Full Text Available The article based on the study of historical and educational literature and creative heritage of teachers of classic grounded theory of the formation and development of the individual teacher in accordance with the social ideals are summarized psycho-pedagogical model of Ukrainian teachers, defined its characteristics and requirements for the implementation of their professional duties. It is defined that psychological pedagogical model of Ukrainian teacher demand a high level of national consciousness, basic knowledge of the history of Ukraine and Ukrainian psycho-pedagogical thought.

  13. The impact of an intensive yearlong staff development program on science teachers' perceptions of pedagogical change

    Science.gov (United States)

    Hueni, Joneen A. Stone

    The purpose of this study was to increase the understanding of how teachers perceive their implementation of pedagogical change during and after their involvement in a yearlong staff development project in the Rice Model Lab (RML). The following questions were used to guide the inquiry: (1) How do participants of the RML describe their involvement with pedagogical change? (2) How do participants of the RML perceive their ability to handle a different pedagogical approach to classroom instruction? (3) How do participants describe their usage of different pedagogical approaches once they leave the RML and return to their own classrooms? The RML is a joint venture between Rice University and the Houston Independent School District. Annually, eight middle school science teachers spend a year's sabbatical in the RML engaged in learning about educational research and pedagogy. The teachers have opportunities to prepare and teach lessons to one class using their new knowledge and skills. Operational for seven years, the RML was chosen as the context and provided the fifteen participants. Participants chosen included previous and current RML program members with varying amounts of teaching experience. This inquiry was an ethnographic study in which the participants responded to open-ended questions about their experiences with pedagogical change. Data, collected during the 1997--1998 school year, included formal and informal interviews; portfolio and reflective journal entries; and observations of group interactions during meetings, social events, workshops, and activities at the RML. The collected data were analyzed by the qualitative procedures of unitization and constant comparative methods to reveal categories of similarity. The categories of collaboration, learner-centered instruction, grounding in classroom practice, feelings of stress, time, support, and increased content knowledge emerged from the analysis of unitized data. The emergent categories interlocked with

  14. Pedagogical support of child development in a group on child care «Lesnaya Polyana»

    Directory of Open Access Journals (Sweden)

    Hlystova A. V.

    2017-03-01

    Full Text Available the article reveals the peculiarities of psycho-pedagogical support for young children, describes the content, methods and techniques, ways of working with parents as part of the parent club.

  15. The investigation of science teachers’ experience in integrating digital technology into science teaching

    Science.gov (United States)

    Agustin, R. R.; Liliasari; Sinaga, P.; Rochintaniawati, D.

    2018-05-01

    The use of technology into science learning encounters problems. One of the problem is teachers’ less technological pedagogical and content knowledge (TPACK) on the implementation of technology itself. The purpose of this study was to investigate science teachers’ experience in using digital technology into science classroom. Through this study science teachers’ technological knowledge (TK) and technological content knowledge (TCK) can be unpacked. Descriptive method was used to depict science teachers’ TK and TCK through questionnaire that consisted of 20 questions. Subjects of this study were 25 science teachers in Bandung, Indonesia. The study was conducted in the context of teacher professional training. Result shows that science teachers still have less TK, yet they have high TCK. The teachers consider characteristics of concepts as main aspect for implementing technology into science teaching. This finding describes teachers’ high technological content knowledge. Meanwhile, science teachers’ technological knowledge was found to be still low since only few of them who can exemplify digital technology that can be implemented into several science concept. Therefore, training about technology implementation into science teaching and learning is necessary as a means to improve teachers’ technological knowledge.

  16. Pedagogical approaches

    DEFF Research Database (Denmark)

    Lund Larsen, Lea

    questions are: How (much) and what do teachers learn from experience? And how do teachers of adults develop their pedagogical approach? I examine the field of adult learners from the teachers’ perspective. Firstly, I identify some of the commonly described characteristics of adults as learners...... in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/- teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address (cf. Knowles...

  17. Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

    Science.gov (United States)

    Chittleborough, Gail

    2014-06-01

    The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

  18. STUDY CREATIVE THINKING OF STUDENTS OF PEDAGOGICAL HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Diana Valerievna Zhuina

    2015-05-01

    Full Text Available Purpose of conduct theoretical and methodological analysis of the problem of creative thinking subjects of the educational environment; generalization of the results of an empirical study of creative thinking of students of pedagogical high school; formulation of conclusions and recommendations based on the results of empirical research.Methodology of work in the article used the following me-thods of psycho-pedagogical studies: theoretical analysis of psychological and pedagogical literature on research; empirical methods, «Torrance Test of creativity»; quantitative method of data processing (percent.Results for Beginning Students (1st and 2nd pedagogical university have a level of creativity lower than normal. Du-ring training, under the influence of modern psychological and pedagogical technologies, through participation in research and training activities of a creative nature (competitions, contests and so on. Level of creativity senior students increases. However, you need a specially organized system of work aimed at improving the efficiency of the learning process at the university, to develop the necessary professional competencies of students (including the development of creative thinking, contributing to the formation of highly qualified professionals in demand in the labor market.Practical implications of the study results have both theoretical and practical focus is to enhance the knowledge about the features of creative thinking of students about the factors and conditions of development of creative thinking techniques in the teaching process at the university. In addition, the results of empirical research, you can use a high school teacher, se-condary vocational institutions in order to organize educatio-nal activities aimed at improving the creative (creative thin-king subjects of education.

  19. Pedagogical Principles in Online Teaching

    DEFF Research Database (Denmark)

    Beckmann, Suzanne C.; Uth Thomsen, Thyra; von Wallpach, Sylvia

    of the seven pedagogical principles that govern the teaching at our university. We also present a case study that illustrates how both opportunities and challenges were met in two “first-mover” fully online courses during Fall 2014. The experiences from this case study are discussed in terms of to what extent...... they met the pedagogical principles and observations unrelated to the pedagogical principle are shared....

  20. Systemizing the Pedagogic Concepts

    Directory of Open Access Journals (Sweden)

    G. N. Serikov

    2013-01-01

    Full Text Available The paper emphasizes the necessity of systemizing the pedagogic concepts to complement the pluralism principle dominating in pedagogy over the recent years. The author recommends the person oriented systematic synergetic methodology combining various research data into a holistic scientific approach. The paper regards education as the core pedagogic concept - including training, upbringing, self-education, their respective subcomponents, and generated personal resource. The elements of personal resource combine the acquired knowledge, skills and values, developed subjective attitudes and individual health data. The key pedagogic terms describing the educational process are represented by a three-level system; the first level involves the educational form concepts, the second – generated personal resource, the third – summarized notion system combining the previous levels and reflecting their binary relations. The given construct systemizes the pedagogic conceptual apparatus and clarifies the theoretical notion of personal education. 

  1. Enhancing e-Learning Content by Using Semantic Web Technologies

    Science.gov (United States)

    García-González, Herminio; Gayo, José Emilio Labra; del Puerto Paule-Ruiz, María

    2017-01-01

    We describe a new educational tool that relies on Semantic Web technologies to enhance lessons content. We conducted an experiment with 32 students whose results demonstrate better performance when exposed to our tool in comparison with a plain native tool. Consequently, this prototype opens new possibilities in lessons content enhancement.

  2. Astrobites as a Pedagogical Tool in Classrooms

    Science.gov (United States)

    Khullar, Gourav; Tsang, Benny Tsz Ho; Sanders, Nathan; Kohler, Susanna; Shipp, Nora; Astrobites Collaboration

    2018-06-01

    Astrobites is a graduate-student organization that publishes an online astrophysical literature blog (astrobites.org), and has published brief and accessible summaries of more than 1600 articles from the astrophysical literature since its founding in 2010. Our graduate-student generated content is widely being utilised as a pedagogical tool to bring current research into the classroom of higher education. We aim to study the effectiveness of Astrobites in teaching of current research, via the AAS Education & Professional Development Mini-Grant funded in Fall 2017. This talk gives an overview of the functioning of Astrobites, our past pedagogical initiatives, as well as a brief description of the grant proposal. We describe the workings of our teaching workshop at the 231st AAS Meeting in January 2018, as well as a 10-educator focus group that has been assembled to conduct a post-workshop follow-up that serves as a dataset for our research study. We present here a brief analysis of the workshop, the focus group and preliminary inferences.

  3. Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

    Directory of Open Access Journals (Sweden)

    John Lou S. Lucenario

    2016-01-01

    Full Text Available This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

  4. Pedagogical practices in VET

    DEFF Research Database (Denmark)

    Louw, Arnt Vestergaard

    2013-01-01

    This article deals with pedagogical practices on the basic carpentry VET programme in Denmark. On the basis of an anthropologically inspired study among carpentry students at two VET schools, the prime objective of analysis is to understand the various pedagogical practices from the students...

  5. Health and pedagogical practice

    DEFF Research Database (Denmark)

    Koch, Anette Boye

    2014-01-01

    The aim of this book is to highlight the basic pedagogical knowledge and values in Danish educational daycare institutions (kindergartens). In the book we present a selction of current research and development projects covering central issues of the pedagogical work in Danish early childhood...

  6. TEACHING INFORMATION AND COMMUNICATION TECHNOLOGIES OF THE STUDENTS IN PEDAGOGIC HIGH EDUCATIONAL ESTABLISHMETS

    Directory of Open Access Journals (Sweden)

    O.M. Havrylenko

    2012-07-01

    Full Text Available In the article the information content, operational skills and abilities necessary for the future teachers of foreign languages in order to become proficient in use of information and communication technologies in professional activity are singled out and grounded.

  7. Efficient Use of Clickers: A Mixed-Method Inquiry with University Teachers

    Directory of Open Access Journals (Sweden)

    George Cheung

    2018-03-01

    Full Text Available With the advancement of information technology and policies encouraging interactivities in teaching and learning, the use of students’ response system (SRS, commonly known as clickers, has experienced substantial growth in recent years. The reported effectiveness of SRS has varied. Based on the framework of technological-pedagogical-content knowledge (TPACK, the current study attempted to explore the disparity in efficiency of adopting SRS. A concurrent mixed method design was adopted to delineate factors conducive to efficient adoption of SRS through closed-ended survey responses and qualitative data. Participants were purposefully sampled from diverse academic disciplines and backgrounds. Seventeen teachers from various disciplines (i.e., tourism management, business, health sciences, applied sciences, engineering, and social sciences at the Hong Kong Polytechnic University formed a teacher focus group for the current study. In the facilitated focus group, issues relating to efficient use of clickers, participants explored questions on teachers’ knowledge on various technologies, knowledge relating to their subject matters, methods and processes of teaching, as well as how to integrate all knowledge into their teaching. The TPACK model was adopted to guide the discussions. Emergent themes from the discussions were extracted using NVivo 10 for Windows, and were categorized according to the framework of TPACK. The survey, implemented on an online survey platform, solicited participants on teachers’ knowledge and technology acceptance. The close-ended survey comprised 30 items based on the Technological Pedagogical Content Knowledge (TPACK framework and 20 items based on the Unified Theory of Acceptance and Use of Technology (UTAUT. Participating teachers concurred with the suggestion that use of clickers is instrumental in engaging students in learning and assessing formative students’ progress. Converging with the survey results

  8. Scientific Management as part of the curriculum of Pedagogical Sciences.

    Directory of Open Access Journals (Sweden)

    Martha Margarita López Ruiz

    2013-07-01

    Full Text Available The Psychology and Pedagogy carer is developed in pedagogical sciences Cuban universities and the plan of the teaching learning process is organized on disciplines, subjects and activities from the working practice are distributed during the five years of the career which guarantee the fulfilment of the objectives in the professional qualification degree. Scientific educational management is included as part of the curriculum of this specialty in Pedagogical Universities. Scientific educational management has a great importance in the existence of state who is worried for the preparation and training of pedagogical specialists to whom ethics becomes a daily practice in their jobs in a society in which the formation and development of Cuban citizens is carried out by social programs encouraged by the government. The growing of this specialist is supported on the existence of a government that is interested on teaching, innovate and develop human beings by means of putting into practice social and cultural activities. The main goal of this article is to exemplify how to organize the contents of scientific educational management and the way of planning the teaching learning process to better future Cuban teacher trainers and managers.

  9. Postgraduate Professional Pedagogical Education in Mexico

    Science.gov (United States)

    Zhyzhko, Olena

    2015-01-01

    This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

  10. Pennsylvania Teachers' Perceptions and Use of Social Media Communication Technologies as a Pedagogical Tool

    Science.gov (United States)

    Tozer, Brett C.

    2017-01-01

    A number of states and organizations have begun to add cross-content technology elements to their educational standards, providing teachers opportunities to use social media communication (SMC) technology in teaching and learning. Specifically, in the Commonwealth of Pennsylvania, the PA Core Standards, which are adapted from the national Common…

  11. Developing Nordic Pedagogical Best Practice

    DEFF Research Database (Denmark)

    Bagger, Bettan; Kelly, Hélène; Wonsyld, Merete

    2012-01-01

    This article describes a Nordic educational project that supported dialogue and cooperation between nursing students and educators from eight Nordic educational institutions. An intensive course concept was developed. The course focus of prevention and health promotion among nordic youth not only...... illuminated the benefits of student exchange with respect to student learning but also how pedagogical cooperation can contribute to institutional, pedagogical innovation. Keywords Cooperation, pedagogcial development, comparative nursing, pedagogical best practice....

  12. Pedagogical Techniques Employed by the Television Show "MythBusters"

    Science.gov (United States)

    Zavrel, Erik

    2016-11-01

    "MythBusters," the long-running though recently discontinued Discovery Channel science entertainment television program, has proven itself to be far more than just a highly rated show. While its focus is on entertainment, the show employs an array of pedagogical techniques to communicate scientific concepts to its audience. These techniques include: achieving active learning, avoiding jargon, employing repetition to ensure comprehension, using captivating demonstrations, cultivating an enthusiastic disposition, and increasing intrinsic motivation to learn. In this content analysis, episodes from the show's 10-year history were examined for these techniques. "MythBusters" represents an untapped source of pedagogical techniques, which science educators may consider availing themselves of in their tireless effort to better reach their students. Physics educators in particular may look to "MythBusters" for inspiration and guidance in how to incorporate these techniques into their own teaching and help their students in the learning process.

  13. Pedagogical Utilization and Assessment of the Statistic Online Computational Resource in Introductory Probability and Statistics Courses

    Science.gov (United States)

    Dinov, Ivo D.; Sanchez, Juana; Christou, Nicolas

    2008-01-01

    Technology-based instruction represents a new recent pedagogical paradigm that is rooted in the realization that new generations are much more comfortable with, and excited about, new technologies. The rapid technological advancement over the past decade has fueled an enormous demand for the integration of modern networking, informational and…

  14. Towards an Inclusive Pedagogical Culture: Experiences from University Practice

    Directory of Open Access Journals (Sweden)

    Iliana María Fernández-Fernández

    2016-09-01

    Full Text Available In this paper, we deal with conceptual and methodological elements to develop the pedagogical inclusive competence of the professors of higher education in Ecuador. We analyze the current conceptions and the main drawbacks related to the inclusion process in the university environment nowadays. We support a theoretical procedural model, and from the practical standpoint, we implemented the methodological procedures structured in a map of processes to reach an inclusive formative process. The main results are given in the development of the pedagogical inclusive competence and the increase of the inclusion culture at the university, and revealed in the improvement of university curriculum from an inclusive approach, the betterment of the physical and technological infrastructure, the permanent upgrading of professors and putting into practice policies of affirmative action.

  15. "Constantly in the Making": Pedagogical Characteristics of Education for Sustainability in Postsecondary Classrooms

    Science.gov (United States)

    Belue Buckley, Jessica

    2015-01-01

    Using a grounded theory methodology with observation of 67 courses and interviews with 42 individuals, including faculty, staff, and students, the author highlights three pedagogical characteristics of postsecondary educators who engage in education for sustainability (EfS). Educators teach beyond content, incorporate a values orientation, and use…

  16. Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection

    Directory of Open Access Journals (Sweden)

    Liangyue Lu

    2013-12-01

    Full Text Available Teaching is a complex profession, which is further complicated by the integration of technology into classrooms. Reflection can help teachers unpack the complexity in their practice. Reflection can be an effective instructional strategy in helping preservice teachers develop technological pedagogical content knowledge (TPACK, the complex and dynamic knowledge necessary for effective technology integration into instruction. In this study, reflective activities were integrated into a Learning By Design (LBD environment, which was created to help preservice teachers develop TPACK. This paper investigated the participants’ TPACK development and examined how reflection helped them construct TPACK. Through content analysis of the participants’ reflective journals, the researcher found that the preservice teachers developed initial TPACK awareness. However, their reflection in technology knowledge and the content aspects of TPACK were limited and superficial. Interviews with the participants showed reflection helped the preservice teachers remember what they learned by describing and elaborating on their in-class experiences, pushed them to think about how to apply what they learned in their future classrooms, and helped them become more reflective and open-minded about using technology in classrooms. Finally, the researcher discussed this study’s implications for teacher educators and researchers.

  17. An assessment of information communication technology content ...

    African Journals Online (AJOL)

    An assessment of information communication technology content, context and ... a- vis the upscaling of ICT in health care facilities in Nairobi and Machakos counties. ... high in all the facilities compared to levels of services operations computerised and ... for Authors · for Policy Makers · about Open Access · Journal Quality.

  18. The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons during Field Practice to Develop Pedagogical Content Knowledge

    Science.gov (United States)

    Juhler, Martin Vogt

    2016-01-01

    Recent research, both internationally and in Norway, has clearly expressed concerns about missing connections between subject-matter knowledge, pedagogical competence and real-life practice in schools. This study addresses this problem within the domain of field practice in teacher education, studying pre-service teachers' planning of a Physics…

  19. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2016-01-01

    In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian...... business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online...... courses were developed. Based on post-course indepth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated...

  20. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2015-01-01

    business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online......In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian...... courses were developed. Based on post-course in-depth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated...

  1. Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher's Pedagogical Content Knowledge Development

    Science.gov (United States)

    Barnett, Ellen; Friedrichsen, Patricia J.

    2015-11-01

    Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.

  2. Сonceptual fundamentals of a pedagogical university’s scientific research work development in the contemporary stages of society development

    Directory of Open Access Journals (Sweden)

    Alla Kolomiets

    2017-04-01

    Full Text Available Basic conceptual fundamentals of a Pedagogical University’s scientific research work organization as well as corresponding problems and assignments have been determined in the article. It’s been ascertained that some important problems remain unsettled, for instance, implementation of current scientific achievements in the contents of subject teachers’ training; popularization and marketing of scientific pedagogical achievements; intensification of scientific cooperation with foreign educational institutions; expansion of participation in joint scientific projects etc. Cardinal principals and priority directions of scientific maintenance of high-skilled teachers’ training have been defined. Practical results of a Pedagogical University’s scientific research work organization taking into consideration the determined conceptual fundamentals have been also analyzed.Key words: scientific research work monitoring, scientific activity, scientific productivity, scientific cooperation, scientific work organization, Pedagogical University.

  3. Technological, Pedagogical, and Content Knowledge (TPACK) Competencies of Preservice Teachers at a Small Rural University

    Science.gov (United States)

    Holland, Denise D.

    2014-01-01

    Some members of the Millennial generation entered postsecondary education at the end of the first decade of the 21st century. From 1980-2009, the importance of technology training for preservice teachers was increasingly recognized. During this same time period, administrators and educators of teacher education programs were urged to prepare…

  4. A Study on the Pedagogical Components of Massive Online Courses

    Science.gov (United States)

    Raposo-Rivas, Manuela; Martínez-Figueira, Esther; Campos, Jose Antonio Sarmiento

    2015-01-01

    At the end of the first decade of the 21st century, the rapid growth in the MOOCs offering brought about a new educational landscape, posing new challenges to teaching and learning, mainly due to massive participation, ubiquity and free enrollment. These courses embody a confluence of technological and pedagogical mediations yet to be fully…

  5. Technology-Enhanced Science Partnership Initiative: Impact on Secondary Science Teachers

    Science.gov (United States)

    Ng, Wan; Fergusson, Jennifer

    2017-07-01

    The issue of student disengagement in school science continues to pose a threat to lifting the participation rates of students undertaking STEM courses and careers in Australia and other countries globally. In Australia, several science initiatives to reverse the problem have been funded over the last two decades. Many of these initiatives involve partnerships with scientists, science educators and with industries, as is the case in this paper. The research in this paper investigated a recent partnership initiative between secondary science teachers, scientists and an educational technology company to produce science e-modules on adaptive learning platforms, enabling students to engage in personalised, inquiry-based learning and the investigation of real-world problems. One of the objectives of the partnership project was to build theoretical and pedagogical skills in teachers to deliver science by exposing them to new ways of engaging students with new digital tools, for example analytics. Using a mixed methods approach, the research investigated science teachers' pedagogical involvement in the partnership project and their perceptions of the project's impact on their teaching and students' learning. The findings indicate that the teachers believed that new technology could enhance their teaching and students' learning and that while their students were motivated by the online modules, there was still a need for scaffolding for many of the students. The effectiveness of this would depend on the teachers' ability to internalise the new technological and content knowledge resulting from the partnership and realign them with their existing pedagogical framework. The research is significant in identifying elements for successful partnership projects as well as challenges that need to be considered. It is significant in facilitating continuous discourse about new evidence-based pedagogical approaches to science education in engaging students to learn STEM subjects in a

  6. СONTENTS OF THE METHODOLOGICAL AND TECHNOLOGICAL SUPPORT OF THE EDUCATION QUALITY MANAGEMENT INFORMATION SYSTEM FOR FUTURE ECONOMISTS

    Directory of Open Access Journals (Sweden)

    Kostiantyn S. Khoruzhyi

    2014-12-01

    Full Text Available In the article, the content and nature of organizational activities in scope of methodological and technological support of the education quality management information system (EQMIS for future economists are described. The content of the organizational activities for the implementation of methodological and technological support of EQMIS for future economists includes four stages (preparatory, instructional/adaptational, methodological/basic, as well as experimental/evaluational and contains a set of methodological and technological measures for each of the stages of the EQMIS implementation. A study of the pedagogical impact of the proposed methodology of using EQMIS in the formation of professional competence of economics students was also conducted. The main stages, methods and sequence of implementation arrangements for the methodological and technological support of EQMIS are defined.

  7. FORMATION OF THE ICT COMPETENCE OF MANAGERIAL AND PEDAGOGICAL STAFF IN A NETWORKING

    Directory of Open Access Journals (Sweden)

    O. A. Kozlov

    2016-01-01

    Full Text Available The questions related to the preparation of modern pedagogical and managerial staff to implement the capabilities of information and communication technologies in the professional activities in terms of networking. The authors found that the scientific-pedagogical conditions of formation of the ICT competencies of management and teaching staff as the coordinator of modernization of education are: to form approaches and principles of formation of the ICT competencies of management and teaching staff and the willingness of the professional community in the formation of the ICT competencies of management and teaching staff as the modernization of the coordinators education in networking Determined ways and means to achieve teaching and administrative staff of professional ICT competence under network interaction. Said factors that provide an optimal model to achieve the professional pedagogical ICT competence and managerial personnel under network interaction.

  8. Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

    Directory of Open Access Journals (Sweden)

    Effendi Limbong

    2017-06-01

    Full Text Available The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK, integrating various Pedagogical Knolwedge (PK and implementing Technological Knowledge (TK in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK framework, this research implemented blended learning: traditional face to face (F2F and Facebook closed-group discussion (FBcgD based on Project-Based Learning (PBL. This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.

  9. Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program

    Science.gov (United States)

    Rozenszajn, Ronit; Yarden, Anat

    2014-02-01

    Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers' PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers' experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the "orientation toward teaching science" category of PCK which appears to be unclear in current literature.

  10. THE PEDAGOGICAL FUNCTION OF THE HOMEROOM TEACHER INTO THE NEW CONCEPT OF PRIMARY EDUCATION IN REPUBLIC OF MACEDONIA

    Directory of Open Access Journals (Sweden)

    Vera Stojanovska

    2014-06-01

    Full Text Available The position, role and tasks of the homeroom teacher are defined in the Law on primary education, Regulation on the form and content of the pedagogy documentation and evidence in primary school; Regulation on assessment, upgrading, passing exams, acquiring certificates and pedagogical measures for the children in primary school.The need of strengthening the educational role of the school resulted in introducing of odd class in 2007/2008 for the pupils of the second to fifth grade in nine years primary school aiming to influence the personal, emotional and social development of the pupils. The scope of this research relies on the class homeroom teacher and their tasks in the successful realization of the tasks in accordance with the contemporary requirements. In that context is the aim of already mentioned research: to determine the effects of introducing homeroom class in two cycles of nine-year education, as well as the effects of the realizing the contents of the educational program for life skills. The pedagogical function of the teacher will be examined through several important aspects: how successfully the teachers realize the pedagogical, the administrative and the organizational tasks; how much the contents of the life skills program are in function of solving the issues met by the pupils in first two cycles of the primary education; how capable and qualified are the teachers to realize the contents of this program.

  11. Jane Austen on love and pedagogical power.

    Science.gov (United States)

    Fessenbecker, Patrick

    2011-01-01

    This essay notes initially recent prominence of theories of pedagogy that attempt to "de-mystify" it and reveal troubling power relations, and their subsequent contention that love is impossible in the student-teacher relationship. "Pedagogical" interpretations of Jane Austen's fiction, however, see pedagogy as essential to love. I argue that this is so precisely because of the power dynamics involved; drawing on Jessica Benjamin's psychoanalytic interpretation of G. W. F. Hegel's analysis of the "Lord-Bondsman," I suggest that Austen portrays the loving relationship as inherently involving the occupation and subsequent exchange of roles as superior and inferior, incarnated as "teacher" and "student."

  12. Examining occupational therapy education through faculty engagement in curriculum mapping and pedagogical reflection.

    Science.gov (United States)

    MacNeil, Cheryl; Hand, Theresa

    2014-01-01

    This article discusses a 1-yr evaluation study of a master of science in occupational therapy program to examine curriculum content and pedagogical practices as a way to gauge program preparedness to move to a clinical doctorate. Faculty members participated in a multitiered qualitative study that included curriculum mapping, semistructured individual interviewing, and iterative group analysis. Findings indicate that curriculum mapping and authentic dialogue helped the program formulate a more streamlined and integrated curriculum with increased faculty collaboration. Curriculum mapping and collaborative pedagogical reflection are valuable evaluation strategies for examining preparedness to offer a clinical doctorate, enhancing a self-study process, and providing information for ongoing formative curriculum review. Copyright © 2014 by the American Occupational Therapy Association, Inc.

  13. Application of aesthetic, recreational forms of physical culture in the organizational and pedagogical techniques of school physical education

    Directory of Open Access Journals (Sweden)

    Roters T.T.

    2010-06-01

    Full Text Available The results of methodological analysis are presented in relation to introduction of organizational pedagogical technologies of leadthrough of the employments fixed, extracurricular and extracurricular. Directions of increase of interest and motivation of schoolboys are rotined to employments by physical exercises with the use of aesthetically beautiful forms of physical culture. It is indicated that modern organizational pedagogical technologies come forward the determinative of satisfaction of needs and interests of schoolboys. It is set that the aesthetic recreation forms of physical culture render assistance to the increase of interest and motivation to employments by physical exercises.

  14. Physical Education in the context of rural education: the reality of the content ‘game’ in school

    Directory of Open Access Journals (Sweden)

    Nair Casagrande

    2017-07-01

    Full Text Available This paper presents the results of the research "Physical Education in the Landless Workers' Movement (MST: pedagogical experiences". The study was conducted in agrarian reform areas of the MST in the Recôncavo region, State of Bahia, Brazil. Its overall aim was was to analyze the reality of the pedagogical practice of the content game in Physical Education classes at the School of the Settlement New Panema, between the years 2009 until 2011. Data collection instruments used in this research consisted of the literature review, participant observation, analysis and semi-structured interviews.The results reveal that despite the physical education not having appear as a curricular component in the political-pedagogical project of the school, the content "game" was present in the pedagogical practice of multisseriate class. However, this was used only as a teaching tool for other fields of knowledge or as a recreational activity; not as a content of Physical Education classes.

  15. Lived Relationality as Fulcrum for Pedagogical-Ethical Practice

    Science.gov (United States)

    Saevi, Tone

    2011-01-01

    What is the core of pedagogical practice? Which qualities are primary to the student-teacher relationship? What is a suitable language for pedagogical practice? What might be the significance of an everyday presentational pedagogical act like for example the glance of a teacher? The pedagogical relation as lived relationality experientially…

  16. METHODOLOGICAL FOUNDATIONS OF FORMING FUTURE TECHNOLOGY TEACHERS’ PROFESSIONAL IMAGE IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTION

    Directory of Open Access Journals (Sweden)

    Volodymyr Bondarenko

    2017-04-01

    Full Text Available The article singles out modern scientific and methodological approaches to forming future technology teachers’ professional image in the educational process at the university. The basic position and acmeological and axiological approaches are analyzed. They are the basis for the system of the future technology teachers’ professional image forming and they will ensure its effectiveness. The personal “terminal” values of vocational and professional development and cultural identity of a future technology teacher are classified. The internal “terminal” values (the components of the image “I” as a person and professional and external “terminal” values (the components of the image of external characteristics are determined. From axiological position all target reference points of the future technology teachers’ vocational and professional and cultural identity as terminal values are classified into three groups: 1 values – aims of the competence level; 2 values – aims of the basic cultural level (this includes professional image values; 3 values – aims of the acmeological level. The second group is determined as the key values, these are the aims, the core of which is the category of “technology teacher’s basic professional culture”. Acmeological approach allows to identify a set of methodologically educated future technology teacher’s competences, which should be the new components of his image of "I" as a professional at the highest level of his/her development: the ability to self-actualization and self-realization in professional pedagogical and social activities; the ability to realize the highest meaning of the technology teacher’s pedagogical activity with the phenomenological reduction tools; readiness for the continuous humanization of technology lessons; ability to professional pedagogical reflection at the conceptual level; polymodality of pedagogical thinking, the ability to master artistic and

  17. Historians or History Teachers? A Qualitative Study in Pedagogical Formation Program in Turkey

    Science.gov (United States)

    Ünisen, Ali

    2016-01-01

    This study aims to determine how the history teaching career is perceived by prospective history teachers who attended the pedagogical formation program in Adiyaman University in 2014-2015 academic year. The study was conducted through content analysis of 5 sets of essays dealing with various aspects of history teaching. The essays topics were…

  18. [Different configurations of violence in pedagogical relationships between teachers and students of higher education].

    Science.gov (United States)

    Cruz, Gênesis Vivianne; Pereira, Wilza Rocha

    2013-01-01

    The aim of this study was to investigate the different settings of violence in pedagogical relations between teachers and students in a higher education from the theory of violence symbolic power. Twelve interviews were conducted with students from six courses of graduation from a higher educational institution; it was used the content analysis to interpret the data. It was found that violence is configured from the most subtle to the most noticeable way and that, although violence was present in the pedagogical processes of the context studied, this was not fully realized, probably because of the reproduction of the symbolic order, socially constructed and internalized by teachers and students. It is considered that the teaching practice needs to be improved in order to make the classroom democratic spaces and to make the students share responsibility for the pursuit of knowledge. We conclude that violence in relationships pedagogical produces certain effects, changes and consequences both, immediate and delayed, which can be minimized.

  19. Combining Project-based Instruction, Earth Science Content, and GIS Technology in Teacher Professional Development: Is this Holistic Approach Sustainable?

    Science.gov (United States)

    Rubino-Hare, L.; Bloom, N.; Claesgens, J.; Fredrickson, K.; Henderson-Dahms, C.; Sample, J. C.

    2012-12-01

    From 2009-2011, with support from the National Science Foundation (ITEST, DRL-0929846) and Science Foundation Arizona (MSAG-0412-09), educators, geologists and geographers at Northern Arizona University (NAU) partnered to offer professional development for interdisciplinary teams of secondary and middle school teachers with a focus on project-based instruction (PBI) using geospatial technologies (GST). While participating in professional development teachers received support and were held accountable to NAU staff. They implemented activities and pedagogical strategies presented, increased knowledge, skills, and confidence teaching with project-based instruction integrating GST, and their students demonstrated learning gains. Changes in student understanding are only observed when teachers continue to implement change, so the question remained: did these changes in practice sustain after official project support ended? In order to determine what, if anything, teachers sustained from the professional development and the factors that promoted or hindered sustained use of teaching with GST and PBI, data were collected one to two years following the professional development. Research questions included a) what pedagogical practices did teachers sustain following the professional learning experiences? and b) what contexts were present in schools that supported or limited the use of geospatial technologies as a teaching and learning tool? Findings from this study indicate that teachers fall into three categories of sustaining implementation - reformed implementers, mechanical implementers and non-implementers. School context was less of a factor in level of implementation than teachers' beliefs and philosophy of teaching and teachers' understanding of technology integration (teaching with technology vs. teaching technology). Case studies of teacher experiences will be presented along with implications for future professional development.

  20. Decision of pedagogical tasks as mean of forming of pedagogical position of students of higher education physical establishments

    Directory of Open Access Journals (Sweden)

    Stepanchenko N.I.

    2012-08-01

    Full Text Available In the article one of terms of forming of pedagogical position for the students of higher education physical establishments - decision of educational-pedagogical situations (EPS is examined. Monitoring of progress from pedagogical disciplines confronted with the results of experiment on determination of levels of decision of EPS by students is conducted. It is set that the traditional model of studies provides the high level of capture students theoretical knowledge, but does not influence on forming of them pedagogical position. Most students were shown by the medium-and-low levels of formed of abilities to decide EPS. It is set that the traditional model of teaching provides the high level of capture students theoretical knowledge's, but substantially does not influence on forming of their pedagogical position. Basic difficulties are certain at a decision the students of EPS, which allow to define the basic going near development of methodical accompaniment of EPS, which must include: educational material which is based on integration of pedagogical and sporting preparation with support on context approach; algorithm of decision of tasks; questions of cognitive character.

  1. Problems of Pedagogical Creativity Development

    Science.gov (United States)

    Ibragimkyzy, Shynar; Slambekova, Tolkyn S.; Saylaubay, Yerlan E.; Albytova, Nazymgul

    2016-01-01

    This article provides analysis of research papers by different scholars, dedicated to topical issues of pedagogical creativity development in the educational process. The authors determined that pedagogical creativity could be considered at five levels: information-reproducing, adaptive-prognostic, innovative, research and creative-prognostic. In…

  2. Researcher sherlockiana pedagogical perspective

    Directory of Open Access Journals (Sweden)

    Diego Antonio Pineda

    2010-01-01

    Full Text Available The text present the conceptual development about an author denominated pedagogical research. It explains from the reading and interpretation of Sir Arthur Konan Doyle texts and its main character Sherlock Holmes, some clues on order to do the pedagogical researcher: personal passion for the knowledge, curiosity and astonished, diligence and discipline, logical and imaginatively ability. At same time it explains the possibility of free and public discussion in the university and the strength in the writing and the community academic formation as characteristic of pedagogical researcher. The text is development in three parts: first makes references to the characteristics of researcher, second it is about the process of research and performance characteristics of itself and last it explains the institutional conditions which permit its action and implication into society.

  3. Toastmaster's Inspired Pedagogical Changes: From a Speech Class into a Public Relations Course

    Science.gov (United States)

    Shadinger, David

    2016-01-01

    Action research is used to view pedagogical changes, first in a speech class and then in a public relations course over a five-year period. The course instructor gained experience as a member of a Toastmasters International club and used Toastmasters-like activities, to revise content in the courses. Ultimately, students in the public relations…

  4. Art's Pedagogical Paradox

    Science.gov (United States)

    Kalin, Nadine M.

    2014-01-01

    This article contributes to conversations concerning art education futures through engaging alternative relations between art, education, and democracy that mobilize education as art projects associated with the "pedagogical turn" as sites of liminality and paradox. An analysis of the art project, Pedagogical Factory, is used to outline…

  5. "Flipping" educational technology professional development for K-12 educators

    Science.gov (United States)

    Spencer, Daniel

    As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

  6. Creating Content Acquisition Podcasts (CAPs) for Vocabulary: The Intersection of Content, Pedagogy, and Technology

    Science.gov (United States)

    Weiss, Margaret P.; Evmenova, Anya S.; Kennedy, Michael J.; Duke, Jodi M.

    2016-01-01

    Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that…

  7. Negotiating Content with Learners Using Technology Enhanced Teaching and Learning Solutions

    Directory of Open Access Journals (Sweden)

    Richard Smith

    2011-09-01

    Full Text Available This paper examines issues around learning ‘content’ and its place in the new digital learning culture. We focus on the increasing demands of digital learners for content that is relevant and the challenges this poses if educators are to stay relevant to them. We say ‘relevance’ is best achieved when content is negotiated with learners in collaboration with instructors. We describe strategies in which technology enhanced teaching and learning solutions have enabled learners to negotiate and create digitised learning content that is educationally, culturally and socially relevant. We cite two case studies that exemplify this approach: a trial of negotiated content with primary school aged digital learners at Brisbane School of Distance Education (BSDE, Australia, and the content decision-making processes used for the development of e-learning courses for hearing health professionals and Auditory-Verbal Therapy at Hear and Say WorldWide Brisbane, Australia. We focus on the changing demands and skill sets of digital learners, their learning managers and subject matter experts, and the use of technology enhanced teaching and learning solutions as the negotiating tool in the development of digital content that is academically rigorous and also learner friendly.

  8. STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

    Science.gov (United States)

    Mulnix, Amy B.

    2016-01-01

    Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors. PMID:27810872

  9. A Review of Modeling Pedagogies: Pedagogical Functions, Discursive Acts, and Technology in Modeling Instruction

    Science.gov (United States)

    Campbell, Todd; Oh, Phil Seok; Maughn, Milo; Kiriazis, Nick; Zuwallack, Rebecca

    2015-01-01

    The current review examined modeling literature in top science education journals to better understand the pedagogical functions of modeling instruction reported over the last decade. Additionally, the review sought to understand the extent to which different modeling pedagogies were employed, the discursive acts that were identified as important,…

  10. DESIGNING EDUCATIONAL PROCESS OF FORMING SOCIAL AND PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

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    Zoia Shevtsiv

    2017-04-01

    Full Text Available The article is devoted to the issue of social and pedagogical competence of future primary school teacher in inclusive secondary schools. The aim of the article is to define the concept “design” and “pedagogical design”; to disclose methodological approaches and main features of pedagogical design of forming of social and pedagogical competence of future primary school teacher in inclusive secondary schools; to identify structural elements of social and pedagogical competence. The article analyzes the essence of the concept “design”. The process of designing educational system of social and pedagogical competence of future primary school teacher in inclusive secondary school is based on several interrelated methodological approaches, including systematic, axiological, active, person-centered, contextual acmeological, and competential ones. Important factors and theoretical starting positions are designing general principles of education: humanism and democracy; principles of teaching, scientific, professional orientation, integrity, communication theory and practice, consistency and systematic, variability, pedagogical creativity. The special principles are the following: problematic, technologizing, dialogization, and competence ones. Social and pedagogical competence of future primary school teachers in inclusive secondary school is structured by the cognitive, active, professional and personal components. Structure components are defined as a synthesis of social and pedagogical competences, educational and developmental, communicative, diagnostic, organizational, predictive, preventive, security and defense, correctional and rehabilitation, adaptation items. Established continuity of the educational process of forming social and pedagogical competence of future primary school teacher in inclusive secondary school takes place during the period of study in higher education establishments. The following conclusions are drawn that

  11. Environmental job training of non-teaching staff of the University of Pedagogical Sciences "Rafael María de Mendive". Theoretical basis

    Directory of Open Access Journals (Sweden)

    Juan Carlos Vento Carballea

    2010-09-01

    Full Text Available The working training needs of the general workers (not teaching staff from the universities of pedagogical sciencies are not common issues in pedagogical research. This article deals with the theoretical grounds of the general workers ́environmental working training, a limited area within the general training these workers from the University of Pedagogical Sciencies “Rafael María de Mendive”, should receive. Such grounds are identified in the philosophy and the sociology of education, the historical-cultural approach by L. S. Vigotski and his followers, the Theory of Advanced Education, and the contents of the environmental education, along with the parameters to qualify an environmentalist educator.

  12. FORMATION OF PEDAGOGICS OF NATIONAL ART CREATIVITY IN THE TIDEWAY OF DEVELOPMENT OF MOTHERLAND HUMANISTIC PEDAGOGICS OF A XIX-TH CENTURY. SOCIAL-PEDAGOGICAL PROBLEMS OF RUSSIAN NATIONAL SCHOOL

    Directory of Open Access Journals (Sweden)

    Lyubov Kalantaryan

    2012-01-01

    Full Text Available To the middle of XIX-th century the increased interest of a society to national education problems stimulated transition from the state pedagogics to public. Main currents in motherland humanistic pedagogics (abstract, practical and universal humanism were designated. Priority value is received by ideas of a humanisation of national education, the primary goals of Russian national school are proved. In sphere of national education find wide application and ideas of national pedagogics, national education.

  13. Planning for Integrating Teaching Technologies

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    Mandie Aaron

    2004-06-01

    Full Text Available Teaching technologies offer pedagogical advantages which vary with specific contexts. Successfully integrating them hinges on clearly identifying pedagogical goals, then planning for the many decisions that technological change demands. In examining different ways of organizing this process, we have applied planning tools from other domains - Fault Tree Analysis and Capability Maturity Modeling- at the school and college levels. In another approach, we have examined attempts to broadly model the integration process at the university level. Our studies demonstrate that the use of a variety of tools and techniques can render the integration of teaching technologies more systematic.

  14. Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

    Science.gov (United States)

    Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

    2017-02-01

    Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did

  15. Pedagogic Approach to the Mechanisms of Personality Identity Development

    Science.gov (United States)

    Shakurova, Marina V.

    2016-01-01

    The article addresses the problem of defining and attributing pedagogic essence to the mechanisms of personality identity development. It is based on the general mechanism of social interaction. Its structure contains, on the one hand, pedagogic interaction, including the forms of pedagogic assistance and pedagogic support; on the other hand, it…

  16. Encoding Theory of Mind in Character Design for Pedagogical Interactive Narrative

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    Mei Si

    2014-01-01

    Full Text Available Computer aided interactive narrative allows people to participate actively in a dynamically unfolding story, by playing a character or by exerting directorial control. Because of its potential for providing interesting stories as well as allowing user interaction, interactive narrative has been recognized as a promising tool for providing both education and entertainment. This paper discusses the challenges in creating interactive narratives for pedagogical applications and how the challenges can be addressed by using agent-based technologies. We argue that a rich model of characters and in particular a Theory of Mind capacity are needed. The character architect in the Thespian framework for interactive narrative is presented as an example of how decision-theoretic agents can be used for encoding Theory of Mind and for creating pedagogical interactive narratives.

  17. Developing Indicators for a Classroom Observation Tool on Pedagogy and Technology Integration: A Delphi Study

    Science.gov (United States)

    Elmendorf, Douglas C.; Song, Liyan

    2015-01-01

    Rapid advances in technology and increased access to technology tools have created new instructional demands and expectations on teachers. Due to the ubiquitous presence of technology in K-12 schools, teachers are being observed on both their pedagogical and technology integration practices. Applying the technological pedagogical and content…

  18. Bringing University Pedagogical Approach into Companies

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; S. Stachowicz, Marian

    2013-01-01

    This paper describes and discusses how the university pedagogical approach used in engineering education can be applied in a corporate setting. Problem Based and Project Organised Learning (PBL) pedagogical approach has been used in engineering education at Aalborg University for 30 years...... and this PBL structure was implemented in a Danish company which wanted to establish a learning environment, so that their employees would share their knowledge and understanding of the work processes across different departments. The pedagogical approach is described and two workshops are used as examples...... a project and found solutions for for problems related to their work. Several of the problem solutions were implemented. The participants evaluated the process and the outcome of the workshops very as very good. Furthermore the results show that the pedagogical method which has been used within engineering...

  19. H.A. Welker and Pedagogical Lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2010-01-01

    The lexicographer Herbert Andreas Welker's book of more than 500 pages about pedagogical lexicography provides a panoramic overview of the various types of pedagogical dic¬tionaries as well as the corresponding theoretical literature. Welker's method is descriptive, with himself mainly an observer...... of lexicographical practice and a "collector" of — frequently opposed — opinions and ideas expressed by a large number of scholars. This method allows the reader to become acquainted with an important part of the most relevant literature on pedagogical lexico¬graphy which is presented in a systematic and condensed...

  20. Pedagogical-Research Designs to Capture the Symbiotic Nature of Professional Knowledge and Learning about e-Learning in Initial Teacher Education in the UK

    Science.gov (United States)

    Turvey, Keith

    2010-01-01

    This paper argues that if new communications technologies and online spaces are to yield "new relationship[s] with learners" then research that is tuned to recognize, capture and explain the pedagogical processes at the center of such interactions is vital. This has implications for the design of pedagogical activities within Initial…

  1. The sense and meaning attributed to emotions by teachers training at Pedagogical and Technological University of Colombia

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    Rafael Enrique Buitrago Bonilla

    2017-02-01

    Full Text Available Quality education not only involves the formulation of curriculum but must consider other aspects into teacher training, such as emotional competencies, because it will improve the education system. This paper is a result of a study of qualitative typology that highlights the sense and meaning that training teachers give to emotions, on the Faculty of Education Sciences at the Pedagogical and Technological University of Colombia. The data collection technique used were case study and in-depth interview. Nine men and ten women students from different areas (8th and 9th semester of 10 training teacher programs participated in this research. In the research was evident that training teacher programs do not include the study of emotions and that inadequate emotional management can have a negative impact on the educational process. Likewise, it was important to consider the interdependent relationship between intrapersonal and interpersonal topics and the concordance between meaning attributed to the emotions from participants and the main models of emotional intelligence.

  2. The pedagogical effect of a health education application for deaf and hard of hearing students in elementary schools.

    Science.gov (United States)

    Abbasi, Masoumeh; Eslami, Saeid; Mohammadi, Mahdi; Khajouei, Reza

    2017-09-01

    Deaf or hard-of-hearing children experience difficulties in learning health principles. But technology has significantly improved their ability to learn. The challenge in e-learning is to design attractive applications while having an educational aspect. The aims of this study were to determine the pedagogical effectiveness of a health education application for deaf and hard of hearing students in elementary schools, and to investigate the student's perceptions in different educational grades about the educational effectiveness of the text, graphics, video clips, and animation in the application. The study design was quasi experimental and was conducted in Mashhad in 2016. Study population were deaf or hard-of-hearing students in elementary schools. The intervention included health application training to deaf and hard-of-hearing students in Mashhad. A questionnaire was used for data gathering. The pedagogical effectiveness was determined by measuring the modified Adapted Pedagogical Index. This index was created based on the characteristics of the application and study population. Statistical analysis was performed using the Kruskal-Wallis and Mann-Whitney tests with Bonferroni adjustment by SPSS 22. Eighty-two students participated in the intervention. The value of modified Adapted Pedagogical Index was 0.669, indicating that the application was effective. The results of Kruskal-Wallis H and Mann-Whitney U test showed significant differences in different educational grades. (pinformation technology can improve the education of deaf and hard-of-hearing students. Modified Adapted Pedagogical Index can be used for evaluation of non-interactive applications for elementary school children who are deaf or hard of hearing.

  3. Pedagogical workshops as a teaching and learning strategy: the hydrographic basic as a theme

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    Valéria Brumato Regina Fornazari

    2017-08-01

    Full Text Available Current research investigates the ideas and practices of a team of teachers of the Natural Sciences working in schools in the state of Paraná, Brazil, with regard to pedagogical workshops as teaching and learning strategies on Hydrographic Basin as theme. A continuous formation course was conducted on the theme, with data retrieved by a questionnaire applied prior to the course and after the development of workshops by the teachers. Films, recordings and descriptive memorials were analyzed according to content analysis. Results showed that teachers endeavored to problematize in the pedagogical workshops, coupled to teachers´ mediation to go beyond common sense. Students´ participation was the great progress mediated by workshops. On the other hand, interdisciplinarity and the problematization of teaching were the limiting presuppositions for their execution. The undertaking enhanced a better understanding of pedagogical workshops in the teaching of the sciences, with the need for greater investments in teachers´ continuous formation to enhance the development of teaching practices that attend to current demands in science teaching.

  4. The Development of a Tool for Measuring Graduate Students' Topic Specific Pedagogical Content Knowledge of Thin Layer Chromatography

    Science.gov (United States)

    Hale, L. V. A.; Lutter, J. C.; Shultz, G. V.

    2016-01-01

    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…

  5. Exploring Teachers' Technological Pedagogical Content Knowledge (TPACK) in an Online Course: A Mixed Methods Study

    Science.gov (United States)

    Varguez, Ricardo

    2012-01-01

    The constant expansion of Web 2.0 applications available on the World Wide Web and expansion of technology resources has prompted the need to better prepare current and future educators to make more effective use of such resources in their classrooms. The purpose of this embedded mixed methods case study was to describe the experiences and changes…

  6. Aviation Maintenance Technology. Course Content Guides. FAA Approved Curriculum.

    Science.gov (United States)

    Shrawder, Jack; And Others

    Course content guides are provided for the 30 courses in this aviation maintenance technology curriculum approved by the Federal Aviation Administration. Course titles are physics for technicians; aircraft information, regulations, and procedures; aircraft assembly; fundamentals of aircraft electronics; aircraft electrical components; aircraft…

  7. Pedagogical integration and regionalisation

    Directory of Open Access Journals (Sweden)

    Jan Gustafsson

    2010-12-01

    Full Text Available Abstract: The purpose of this research is concerned with the intentions of pedagogical integration and the notion of an expanded concept of teaching as described in the National School Curriculum of Sweden. In the analysis a theoretical synthesis comprising critical discourse analysis and sociological theories of institutional identities and processes is used through a policy ethnography approach. Purpose has been focus on the relationship between the formal, written curriculum and specific, local, classroom practices. The analysis shows that the Pedagogical dimensions of integration were transformed toward economic interests and control at the local political level. Education work is distinctly regionalising into two so-called safety zones, and a hybrid zone. Four different pedagogical identities are also identified in the analysis. The analysis thus suggests that the creation of safety zones restricts education work to pre-existing patterns. Only the hybrid zone is presently carrying a potential to significantly renew education and encourage and social change.

  8. Rommet som den tredje pedagog - En studie av pedagogers forståelse av rommets betydning - med fokus på estetisk virksomhet

    OpenAIRE

    Krokstad, Inger Elisabeth

    2014-01-01

    Masteroppgaven «Rommet som den tredje pedagog i tre Reggio Emilia-inspirerte barnehager. En studie av pedagogers forståelse av rommets betydning –med fokus på estetisk virksomhet» har til hensikt å bidra til økt kunnskap om estetisk virksomhet som er forbundet med Reggio Emilias tanke om rommet som den tredje pedagog. Avhandlingens problemstilling er: Hvilke mønster kan identifiseres i barnehagepedagogens forståelse av rommet som den tredje pedagog-med fokus på estetisk virksomhet? ...

  9. Didactical And Ethics Demands For Automated Pedagogical Diagnostics.

    Directory of Open Access Journals (Sweden)

    O. Kolgatin

    2009-06-01

    Full Text Available Didactical demands for pedagogical diagnostics and its realisation specific characters under conditions of active using of ICT in instruction process of universities are analysed. The ethics questions of pedagogical diagnostics are considered. Ethic aspects, connected with using of the automated pedagogical diagnostic systems, are underlined.

  10. The effect of content delivery style on student performance in anatomy.

    Science.gov (United States)

    White, Lloyd J; McGowan, Heath W; McDonald, Aaron C

    2018-04-12

    The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

  11. Law of Large Numbers: the Theory, Applications and Technology-based Education.

    Science.gov (United States)

    Dinov, Ivo D; Christou, Nicolas; Gould, Robert

    2009-03-01

    Modern approaches for technology-based blended education utilize a variety of recently developed novel pedagogical, computational and network resources. Such attempts employ technology to deliver integrated, dynamically-linked, interactive-content and heterogeneous learning environments, which may improve student comprehension and information retention. In this paper, we describe one such innovative effort of using technological tools to expose students in probability and statistics courses to the theory, practice and usability of the Law of Large Numbers (LLN). We base our approach on integrating pedagogical instruments with the computational libraries developed by the Statistics Online Computational Resource (www.SOCR.ucla.edu). To achieve this merger we designed a new interactive Java applet and a corresponding demonstration activity that illustrate the concept and the applications of the LLN. The LLN applet and activity have common goals - to provide graphical representation of the LLN principle, build lasting student intuition and present the common misconceptions about the law of large numbers. Both the SOCR LLN applet and activity are freely available online to the community to test, validate and extend (Applet: http://socr.ucla.edu/htmls/exp/Coin_Toss_LLN_Experiment.html, and Activity: http://wiki.stat.ucla.edu/socr/index.php/SOCR_EduMaterials_Activities_LLN).

  12. Disney explains Bach: a pedagogic unit on the Fifth Brandenburg Concerto

    Directory of Open Access Journals (Sweden)

    Giorgio Pagannone

    2014-12-01

    Full Text Available This article illustrates a pedagogic unit on music listening that is centered on the first movement of the Fifth Brandenburg Concerto by Bach and is aimed at primary school pupils. The selected concert is of historical importance for the prominent role assumed by the harpsichord in comparison to the other two soloists (flute and violin. The didactic “bridge” that is useful to deal with this piece and carve out the cognitive contents ad hoc has been identified by Giorgio Pagannone in Walt Disney’s animated cartoon, Three Little Pigs (1933, based on a fairy tale of the same name.First, we present and analyse  the music piece and animated cartoon. Next, we provide a detailed and articulated description of the pedagogic unit, that was adopted by Silvia Cancedda in a primary school in Bologna (Italy and produced very good results such as the intuitive reading of selected score fragments. The appendix includes some of the works done by the pupils.

  13. Pedagogic Project and Evaluation: considering affection on youth and adult education

    Directory of Open Access Journals (Sweden)

    Maria Peregrina de Fátima Rotta Furlanetti

    2009-11-01

    Full Text Available This article aims to encourage educators to consider aspects related to the timing and scope on the planning of pedagogic activities regarding to evaluate student´s attitudes, skills and knowledge. Evaluation, in this context, means embracing other beings within their intrinsic manners, bounding to decide about educational aspects derived from the previous assessment. Speculating about potential activities that emerge from current daily actions, extracting from these experiences the real sense of reality and language-thought may provide the need for new ways of expression. The pedagogic process starts when there is an interaction between the community and the educator generating knowledge about communitarian characteristics and aims, therefore the class schedule and theme and matters of the class survey may emerge from the dialogs held among educators and students. The curricular contents will be based on the sociocultural knowledge developed by humanity according to it´s historical needs.

  14. Children’s Books as Pedagogical Tools to Minimize Latrophobia

    Directory of Open Access Journals (Sweden)

    Motz Thomas

    2017-12-01

    Full Text Available Latrophobia, defined as the morbid and irrational fear of doctors or hospitals, makes medical or hospital visits extremely challenging for those who suffer from it. For many people, the cause of Latrophobia or its milder forms, including dislike and anxiety, is often rooted in childhood. Therefore, a large number of children's books deal with and illustrate the topic of a “doctor’s visit”, in order to reduce the anxiety through pedagogical methods combined in the narrative. The aim of the study is to investigate the extent to which selected children's books highlight latrophobia and try to reduce it by educational means. One focus is an analysis and an evaluation of the individual works combined with a comparison of the different methods of individual books. The main aim is to prove that children’s books can have the capability to reduce latrophobia. Materials and methods. The research examines 10 international children’s books dealing with doctor (dental visits. A field test covering 63 children (21 with potential latrophobia provides information for pedagogical values within these books. Furthermore, a subjective assessment combined with the ongoing survey filters (unvaluable methods and approaches. Results. More than half of the 21 children showed improved results concerning their feeling of being afraid before and after reading the book(s. Nevertheless, the assessment of the books showed that there are strong differences concerning the approach of “anxiety”. The methods used in the stories to reduce anxiety are numerous, debatable (in terms of success, and even frightening (from the perspective of child readers. The pictures and the atmosphere of the story can be pointed out as major factors for pedagogically valuable content. Conclusions. Although a major part of the examined books leveraged to reduce latrophobia, there are also some books which showed no or even worse effect. Due to the depicted representations of anxiety in

  15. The technology of uranium extraction from the brine with high chlorine-ion content

    International Nuclear Information System (INIS)

    Khakimov, N.; Nazarov, Kh.M.; Mirsaidov, I.U.; Negmatov, Sh.I.; Barotov, B.B.

    2010-01-01

    Present article is devoted to technology of uranium extraction from the brine with high chlorine-ion content. The research results on uranium extraction from the brine of Sasik-Kul Lake by means of sorption method were considered. The chemical composition of salt was determined. The process of uranium sorption was described and analyzed. The technology of uranium extraction from the brine with high chlorine-ion content was proposed.

  16. Pedagogías emergentes en contextos cambiantes: pedagogías en red en la sociedad del conocimiento

    OpenAIRE

    Binod Gurung; Amparo Clavijo Olarte

    2015-01-01

    La noción de pedagogías es un concepto multidimensional emergente construido a partir de la relación entre los componentes pedagógicos (como la tecnología, la pedagogía y el contenido) y los contextos pedagógicos cambiantes de la sociedad, la economía, la educación y la ciencia y tecnología para mencionar algunos. Desafortunadamente, para los marcos teóricos tradicionales existentes no es importante la relación entre los componentes y los contextos pedagógicos cambiantes. Las pedagogías tradi...

  17. Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

    Directory of Open Access Journals (Sweden)

    Yehuda Peled

    2015-12-01

    Full Text Available Transforming a school from traditional teaching and learning to a one-to-one (1:1 classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996 “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015. One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

  18. The Student Perspective: Can the Use of Technologies Transform Learning?

    OpenAIRE

    O'Donnell, Eileen

    2010-01-01

    PUBLISHED This chapter explores students? perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the cap...

  19. Management Technology of Students’ Independent Work

    Directory of Open Access Journals (Sweden)

    Melis K. Asanaliev

    2012-09-01

    Full Text Available The researchers are convinced that for an intensification of educational process in higher education institution it is necessary development of essentially new approaches, forms and the methods of social and pedagogical interaction adequate to new requirements, new pedagogical thinking. Among them we can choose the methods of social and psychological training (SPT which received their development in experimental psychology by synthesis of wide practical experience educational, creative, administrative, and other types of interrelation between people. These methods conditionally divide on: debatable (group discussion, analysis of a situation of a moral choice, game methods (didactic, creative, role-playing games, sensitive training (training of interpersonal sensitivity which are formations of independent informative activity of students on the basis of modern technologies, as the mechanism of improvement of independent work. Researches are expressed in search and finding enough effective forms and means of activation of educational and informative process of preparation of young teachers of vocational training, theoretically and practically prepared in the field of the independent informative activity, use the modern technology of training and its further realization in work with students of technical secondary. It is offered the model of the organization and application in educational process of the complex of these methods in contents complex of training programs of systems of tasks as one of ways of formation of social and psychological culture of future teacher.

  20. Results of experimental testing of system of future physical culture teachers’ training for art pedagogic means’ application in pedagogic functioning

    Directory of Open Access Journals (Sweden)

    T.V. Nizhevska

    2015-10-01

    Full Text Available Purpose: the research is devoted to seeking of ways to rising of quality of future physical culture teachers. Material: in experiment 436 students and 29 teachers participated. Results: it was found that readiness of future physical culture teachers for application of art pedagogic means in professional functioning is achieved through realization of appropriate block system. Such system ensures mastering by students of the following: theoretical principles of art pedagogic; mastering of art pedagogic skills in teaching and quasi professional functioning; acquiring of practical experience of art means’ application in period of pedagogic practice at schools. It was also determined that training system of future teachers includes the following three blocks: conceptual-target, knowledge-procedural; control-correcting. Conclusions: it is recommended to use such criteria of students’ readiness for application of art means in pedagogic functioning: motivation-axiological, cognitive-active, personality’s-reflexive.

  1. Phenolic content and antioxidant activity of Primitivo wine: comparison among winemaking technologies.

    Science.gov (United States)

    Baiano, A; Terracone, C; Gambacorta, G; La Notte, E

    2009-04-01

    The aim of this study was to assess the influence of 9 winemaking technologies (traditional, delestage, saignée, delayed punching-down, addition of grape seed tannins, addition of ellagic-skin-seed tannins, heating of must-wine, cryo-maceration, and prolonged maceration) on the phenolic content and antioxidant activity of Primitivo musts and wines. Three methods for the determination of the antioxidant activity were compared: DPPH, beta-carotene bleaching assay, and ABTS. Oenological parameters and composition of the phenolic fraction of 1-y-aged wines was also determined. The addition of tannins allowed the increase of the phenolic content of musts and wines in a greater amount than the other technologies. The results concerning the antioxidant activity depended on the method applied. Concerning musts, the DPPH assay did not highlight great differences among technologies, whereas the addition of tannins allowed the obtainment of the highest antioxidant activity according to beta-carotene and ABTS assays. The wine aging determined an increase of the antioxidant activity, independently on the method applied. Wine obtained through traditional technology, saignée, and addition of tannins showed the highest antioxidant activities according to DPPH and beta-carotene. The highest correlation coefficients (0.961 and 0.932) were calculated between phenolic content and ABTS values of musts whereas the lowest values (0.413 and 0.517) were calculated between phenolic content and ABTS values of wines. Wines produced through traditional technology were the richest in anthocyanins. The addition of tannins allowed to obtain high content in monomeric anthocyanins, flavonoids, flavans reactive to vanillin, and coumaroylated malvidin and a low content in acetylated malvidin. Practical Applications: It is well known that a moderate consumption (equivalent to 2 glasses per day) of red wine is actually recommended since it appears associated with a decreased incidence of

  2. Pedagogical Utilization and Assessment of the Statistic Online Computational Resource in Introductory Probability and Statistics Courses.

    Science.gov (United States)

    Dinov, Ivo D; Sanchez, Juana; Christou, Nicolas

    2008-01-01

    Technology-based instruction represents a new recent pedagogical paradigm that is rooted in the realization that new generations are much more comfortable with, and excited about, new technologies. The rapid technological advancement over the past decade has fueled an enormous demand for the integration of modern networking, informational and computational tools with classical pedagogical instruments. Consequently, teaching with technology typically involves utilizing a variety of IT and multimedia resources for online learning, course management, electronic course materials, and novel tools of communication, engagement, experimental, critical thinking and assessment.The NSF-funded Statistics Online Computational Resource (SOCR) provides a number of interactive tools for enhancing instruction in various undergraduate and graduate courses in probability and statistics. These resources include online instructional materials, statistical calculators, interactive graphical user interfaces, computational and simulation applets, tools for data analysis and visualization. The tools provided as part of SOCR include conceptual simulations and statistical computing interfaces, which are designed to bridge between the introductory and the more advanced computational and applied probability and statistics courses. In this manuscript, we describe our designs for utilizing SOCR technology in instruction in a recent study. In addition, present the results of the effectiveness of using SOCR tools at two different course intensity levels on three outcome measures: exam scores, student satisfaction and choice of technology to complete assignments. Learning styles assessment was completed at baseline. We have used three very different designs for three different undergraduate classes. Each course included a treatment group, using the SOCR resources, and a control group, using classical instruction techniques. Our findings include marginal effects of the SOCR treatment per individual

  3. Examining the Teaching of Science, and Technology and Engineering Content and Practices: An Instrument Modification Study

    Science.gov (United States)

    Love, Tyler S.; Wells, John G.; Parkes, Kelly A.

    2017-01-01

    A modified Reformed Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000) instrument was used to separately examine eight technology and engineering (T&E) educators' teaching of science, and T&E content and practices, as called for by the "Standards for Technological Literacy: Content for the Study of Technology"…

  4. Analogy as a means of theoretical adoption of pedagogical disciplines

    Directory of Open Access Journals (Sweden)

    Solovcova Irina A.

    2006-01-01

    Full Text Available The paper considers an application of analogy in the initial-teacher training as a tool of approaching pedagogical disciplines. The author proposes a classification of pedagogical analogies which provides choices of the most efficient model for a specific didactic situation. The article clarifies the model of the theoretical approach to pedagogical disciplines through active use of analogy, which contributes to a higher efficiency in a teacher and student interaction. The model consists of three stages: training (the stage of acquiring analogy model, the analytical stage (acquisition of pedagogical concepts, phenomena and systems through the application of analogy, and the stage of self-realization (the application of analogy method in students’ scientific-research activities considering external and internal didactic conditions which transform analogy from a teaching method into a tool for the acquisition of pedagogical disciplines. The author demonstrates that the application of analogy has a positive effect not only on the acquisition of pedagogical knowledge (especially methodic and the development of heuristic skills in students, but also on motivation for the study of pedagogical disciplines (cognitive aspect and professional pedagogical activity (formation of an individual-pedagogical attitude. .

  5. PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF EDUCATIONAL MATERIAL PRESENTATION IN «PHYSICIST -12» TEXTBOOK FOR ACADEMIC LEVEL

    OpenAIRE

    Lidiia V. Neporozhnia

    2010-01-01

    Relevance of material presented in the article is stipulated by demand-driven creation of personality-oriented educational environment to the psychological and pedagogical aspects of content, methods and forms of education, individual and psychological characteristics of students age, use of hidden reserves of the psyche. The core element of the "educational environment" in the process of learning physics is a textbook. Systems approach, the principle of the integrity of the content of educat...

  6. A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science

    Science.gov (United States)

    Saunders, Kathryn J.; Rennie, Léonie J.

    2013-02-01

    Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today's increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored.

  7. INFORMATION AND COMMUNICATION PEDAGOGICAL ENVIRONMENT AS MEANS OF FORMING OF MOTIVATION TO PROFESSIONAL ACTIVITY OF PRIMARY SCHOOL TEACHERS

    Directory of Open Access Journals (Sweden)

    I.V. Onishchenko

    2014-04-01

    Full Text Available In terms of education informatization the formation of motivation to professional activity of the future primary school teacher most effectively takes place in information and communication pedagogical environment that provides new ways of presenting information, promotes the development of needs and readiness of students to perform professional activities with application of information and communication technologies. Information and communication pedagogical environment is a complex, multi-element pedagogical system, which accumulates information, organizational, intellectual, methodological, technical, program resources and promotes information and educational interaction in the model «teacher – student – environment». This environment creates favorable terms for forming of the expressed interest in the profession of primary school teacher, motivational-valued attitude toward pedagogical activity, promotes the education of students in information and pedagogical culture and creative activity in the independent capture of professional disciplines. Forming of interest in the profession of primary school teacher is assisted by bringing in of future specialist to the creative searches by the decision of the research tasks, creative nature, creation of own electronic products, creative projects. Information and communication pedagogical environment provides the realization of the potential of students by bringing them to self-education, which in terms of the environment acquires creative and research direction and promotes for non-standard decision of professional tasks on innovative bases.

  8. Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

    Science.gov (United States)

    Sickel, Aaron J.; Friedrichsen, Patricia

    2018-02-01

    Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection simulations. We observed three early-career biology teachers as they taught natural selection in their respective school contexts over two consecutive years. Data consisted of six interviews with each participant. Using the PCK model developed by Magnusson et al. (1999), we examined topic-specific PCK development utilizing three different lenses: (1) expansion of knowledge within an individual knowledge base, (2) integration of knowledge across knowledge bases, and (3) knowledge that explicitly addressed core concepts of natural selection. We found commonalities across the participants, yet each lens was also useful to understand the influence of different factors (e.g., orientation, subject matter preparation, and the idiosyncratic nature of teacher knowledge) on PCK development. This multi-angle approach provides implications for considering the quality of beginning science teachers' knowledge and future research on PCK development. We conclude with an argument that explicitly communicating lenses used to understand PCK development will help the research community compare analytic approaches and better understand the nature of science teacher learning.

  9. Teenagers’ engaging to sports as a psychological and pedagogical issue

    Directory of Open Access Journals (Sweden)

    Shamaeva G.I.

    2017-02-01

    Full Text Available the given article justifies the necessity to engage adolescent students to physical culture. Based upon the analysis of psychological and pedagogical literature, the author concludes that a traditional approach in physical culture classes, used in the majority of schools, is unattractive for teenagers. They are interested in other sports, which are popular among their age mates. The conclusion is that in the current situation it is necessary to review the content of physical education (taking into account dominant motivation of school students to physical culture and sports based on gender preferences.

  10. Social psychological-pedagogical support of singleparent family

    Directory of Open Access Journals (Sweden)

    Ruslana Kazhuk

    2018-01-01

    Full Text Available The article deals with the definition of the concept of "incomplete family", describes the typology of single-parent families, the necessity of special social psychological and pedagogical support for children from such families and their parents has been proved. The analysis of various concepts of ―support‖has been made. The idea of psychological and pedagogical support of modern incomplete families has been determined. Key words: incomplete family, types of single-parent families, support, social support, psychological and pedagogical support of single-parent families.

  11. Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform

    Science.gov (United States)

    Campbell, Todd; Abd-Hamid, Nor Hashidah

    2013-08-01

    This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating items consistent with the five dimensions identified in science education literature, (b) establishing content validity with both national and international content experts, (c) refining the item pool based on content expert feedback, (d) piloting testing of the instrument, (e) checking statistical reliability and item analysis, and (f) subsequently refining and finalization of the instrument. The TUSI was administered in a field test across eleven classrooms by three observers, with a total of 33 TUSI ratings completed. The finalized instrument was found to have acceptable inter-rater intraclass correlation reliability estimates. After the final stage of development, the TUSI instrument consisted of 26-items separated into the original five categories, which aligned with the exploratory factor analysis clustering of the items. Additionally, concurrent validity of the TUSI was established with the Reformed Teaching Observation Protocol. Finally, a subsequent set of 17 different classrooms were observed during the spring of 2011, and for the 9 classrooms where technology integration was observed, an overall Cronbach alpha reliability coefficient of 0.913 was found. Based on the analyses completed, the TUSI appears to be a useful instrument for measuring how technology is integrated into science classrooms and is seen as one mechanism for measuring the intersection of technological, pedagogical, and content knowledge in science classrooms.

  12. Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review.

    Science.gov (United States)

    Mackintosh-Franklin, Carolyn

    2016-05-01

    This review provides a contextual report of the current use of pedagogy in undergraduate nursing programmes run by Higher Education Institutes (HEIs) in the United Kingdom (UK). Pedagogy provides the framework for educators to add shape and structure to the educational process, and to support student learning and programme development. Traditionally nurse education has used a behaviourist approach focusing on learning outcomes and competency based education, although there is also increasing support for the cognitive/student learning focused pedagogic approach. The keywords andragogy, pedagogy and student centred learning were used in a systematic stepwise descriptive content analysis of the programme specifications and programme handbooks of 40 current undergraduate programme documents, leading to an undergraduate award and professional registration as a nurse. 42% (17) of documents contained reference to the words, pedagogy and student centred learning, whilst no documents used the word andragogy. Where identified, pedagogy was used in a superficial manner, with only three documents identifying a specific pedagogical philosophy: one HEI citing a value based curriculum and two HEIs referencing social constructionism. Nine HEIs made reference to student centred learning but with no additional pedagogic information. A review of teaching, learning and assessment strategies indicated no difference between the documented strategies used by HEIs when comparing those with an espoused pedagogy and those without. Although educational literature supports the use of pedagogic principles in curriculum design, this is not explicit in undergraduate nursing programme documentation, and suggests that nurse educators do not view pedagogy as important to their programmes. Instead programmes appear to be developed based on operational and functional requirements with a focus on acquisition of knowledge and skills, and the fitness to practice of graduates entering the nursing

  13. Pedagogical Conditions of Future Philologists’ Research Culture Formation

    Directory of Open Access Journals (Sweden)

    Marina Trufkina

    2014-08-01

    Full Text Available The article deals with the problem of - the pedagogical conditions- and it discloses the give phenomenon. In the following work there are outlined three kinds of pedagogical conditions that determine the formation of the future philologist's research culture and it also gives their detailed analysis. The urgency of the paper is determined by progressive methods of contemporary higher education. The aim of the work is to analyse pedagogical conditions that contribute to the research culture formation. The outlook of our investigations is connected with the detailed analysis of the Ŗresearch cultureŗ phenomenon, its components and pedagogical conditions contributing to its development.

  14. Curricular Space Allocated for Dance Content in Physical Education Teacher Education Programs: A Literature Review

    Science.gov (United States)

    Marquis, Jenée Marie; Metzler, Mike

    2017-01-01

    This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research…

  15. Pedagogía de los medios y pedagogía Freinet: puntos de encuentro

    Directory of Open Access Journals (Sweden)

    Verónica Gabriela Silva Piovani

    2013-04-01

    Full Text Available El objetivo de este trabajo fue abordar los principales aportes de la pedagogía Freinet, así como de los estudios de pedagogía de los medios, mídia-educação y media literacy, a fin de reflexionar cómo las contribuciones de cada propuesta pueden complementarse y perfeccionar entre sí. El texto surge del análisis bibliográfico, desarrollado como parte de una propuesta de disertación de maestría en Educación Física Escolar. Como síntesis, puede considerarse qué aspectos relacionados con la propuesta de Freinet, como la escucha de los alumnos, estímulo de la comunicación, la práctica de correspondencia interescolar, entre otros, están vinculados y pueden ser considerados antecesores de los estudios de pedagogía de los medios, mídia-educação y media literacy.

  16. Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

    Science.gov (United States)

    Milner-Bolotin, Marina

    2018-05-01

    Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

  17. STAGES OF FORMATION AND DEVELOPMENT OF CURATIVE PEDAGOGICS IN RUSSIA AND ABROAD

    Directory of Open Access Journals (Sweden)

    S. V. Shmachilina-Tsybenko

    2017-01-01

    Full Text Available Introduction. Nowadays, humanistic problems of rehabilitation and successful socialization of children with border mental state and special needs arising because of various deviations from norms of physical and intellectual development are brought into focus due to the emphasis of value of each personality capable to make strong contribution to progressive economic, technological, and intellectual development of civilization. The problems listed above can be solved through the use of Curative Pedagogics (CP. CP is an integrative scientific direction which has appeared at the intersection of such disciplines as pedagogics, psychology, and medicine.The aim of the article is to present retrospective analysis of formation and development of CP trends in Russia and abroad; open the stages of its development from the point of view of axiological and anthropological approaches; demonstrate the heritage significance of works of the Russian and foreign scientists, which influence on formation and development of anthroposophical curative education have proved to be the most important one.Methodology and research methods. The methodological basis of the study was a set of general scientific methods of obtaining knowledge: analysis, synthesis, deduction, induction, and generalization.Results and scientific novelty. Having studied historical sources, psychological-pedagogical and medical publications and documents, the stages of formation of CP and challenges on the way of its development as an integrative scientific branch are highlighted and characterized from the point of view of axiological and anthropological approaches. The value and viability of scientific ideas of great educators and anthropologists of the past are confirmed; in particular, their thesis about formation of the humane medical and pedagogical environment. The research field of modern CP is designated: studying the questions of health-saving; rehabilitations of physical and mental well

  18. EXPERIENCE OF NORMATIVE-LEGAL TRAINING OF PEDAGOGICAL STAFF IN THE SYSTEM OF HIGHER EDUCATION AND INCREASE QUALIFICATION

    Directory of Open Access Journals (Sweden)

    Andzhela Muharbievna Shekhmirzova

    2017-10-01

    Full Text Available The article presents the experience of normative and legal training of pedagogical personnel in the sphere of higher and additional professional education. The results of the analysis of the actual state of the system of normative and legal training of teachers are shown. The problems of forming normative-legal competence are analyzed. The relationship between the improvement of the system of normative-legal training of pedagogical cadres and the solution of a number of problems of a methodological nature is determined. At the same time, the problem of conceptual modeling of an effective pedagogical system of normative-legal training of pedagogical cadres is considered as a core, around which others group in a certain subordination. From the system positions it is shown the need to create an effective system of training teachers for the proper use of regulatory and legal acts in pedagogical activity, to solve complex problems, taking into account dynamically updated legislation. Based on the revealed methodological problems of normative-legal training of teachers, the need for a holistic view of the formation of regulatory-legal competence in the context of continuous teacher education. The purpose of research – presentation of a model of continuous regulatory education of teachers in the field of higher and additional professional education on the basis of identified methodological problems. Method or methodology of work: In the article a set of various methods of pedagogical research is presented: theoretical - analysis of scientific and pedagogical literature on the research problem, study and analysis of normative and legal documentation on the topic under consideration, theoretical generalization of research results; empirical - a survey, an analysis of the content of pedagogical documentation and performance, expert evaluation, modeling. Results: The model of continuous normative-legal training of pedagogical personnel in the sphere of

  19. Building technology entrepreneurship capabilities, an engineering education perspective

    DEFF Research Database (Denmark)

    Kleine, Kari; Giones, Ferran; Tegtmeier, Silke

    researchers from the university pitch their ongoing projects, involving the TTO if necessary, to the students. The course offers a safe environment to put in practice technology commercialization practices through a real case exercise; although the learning outcomes of the course are focused on analyzing...... and technology entrepreneurship education (STEE) share common elements, for instance there are similarities on the overall design, content, pedagogical methods, learning environment, and intended learning outcomes. Nevertheless, each program has specific elements related to outcomes assessment...... approach. In more detail, the DSMI model (acronym for Den Syddanske Model for Igeniøruddlannelser) used at SDU requires that students work on problems proposed by companies in the region during their studies, introducing company visits and participation of company employees as guest lectures as part...

  20. Teacher factors associated with innovative curriculum goals and pedagogical practices: Differences between extensive and non-extensive ICT-using science teachers

    NARCIS (Netherlands)

    Voogt, Joke

    2010-01-01

    Second Information Technology in Education Study (SITES) 2006 was an international study about pedagogical practices and the use of information and communication technology (ICT) in math and science classrooms. One of the findings of SITES 2006 was that – across educational systems – a proportion of

  1. NEW MATERIALS FOR PEDAGOGICAL TEACHING-LEARNING IN BIOCHEMISTRY: MONITORING PARTICIPATION

    Directory of Open Access Journals (Sweden)

    R. S. Campos

    2015-08-01

    Full Text Available This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated  pedagogical process between theory/practice and learning signification. Our main objective was to initiate the monitors in teaching practice effected through educational projects aimed at improving the teaching and learning of undergraduate courses and encouraging teacher training, involving teachers and students the guiding condition and monitors, respectively. The methodology was applied in three stages: 1 preparation of teaching materials; 2nd application in class and 3rd students rating of the methodology applied by monitors. The teaching materials presented discussed several biochemistry's topics and students had the opportunity to scaffold their own knowledge actively. Almost 90% considered the tool applied as highly related to classes and 82% considered this way of learning more significant than dialogical lectures. The performance of the monitors, focused on students and their learning, was considered great by students who were more motivated, resulting in the excellent evaluation of the work (100% of acceptance. The failure rate of the subject reduced in the four groups wherein the pedagogical materials were applied. It can demonstrate that both the mastery of scientific content and the pedagogical process involved during the teaching and learning moments are important.

  2. Employing the TPACK Framework for Researcher-Teacher Co-Design of a Mobile-Assisted Seamless Language Learning Environment

    Science.gov (United States)

    Wong, Lung-Hsiang; Chai, Ching Sing; Zhang, Xujuan; King, Ronnel B.

    2015-01-01

    Integrating technologies into teaching and learning poses a significant challenge for many teachers who lack socio-techno-pedagogical know-how and time to design interventions. A possible solution is to design sound technology-enhanced learning (TEL) environments with relevant content and pedagogical tools to reduce teachers' design efforts.…

  3. Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

    Science.gov (United States)

    Beatty, Ian D.; Gerace, William J.

    2009-01-01

    "Classroom response systems" (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. "Technology-enhanced formative assessment" (TEFA) is our pedagogy for CRS-based science…

  4. Development of SMS Mobile Technology for M-Learning for Distance Learners

    Directory of Open Access Journals (Sweden)

    Issham Bin Ismail

    2009-04-01

    Full Text Available The evolution of technologies as well as Internet application has created new ways of communication which gives impact to all regions and sectors including educators and learners in Higher-Education Learning institutions in Malaysia. Virtual learning environments as well as e-learning applications are some of pedagogical mechanisms which may sound easy and quick to be applied but unfortunately they are rarely used. This research attempts to introduce m-Learning as “Convenience Education” (CE. This study will determine the design which suits the system, to identify the suitable content and hardware. The study expected to develop the system framework, the content as well as the hardware, to make recommendations on the existing learning mechanisms and to develop a framework that contributes to the improvement of the education system in Malaysia. This paper includes a pilot project using short message service (SMS - mobile technology for a Physics course for distance learners at the Universiti Sains Malaysia.

  5. Teaching virtue: pedagogical implications of moral psychology.

    Science.gov (United States)

    Frey, William J

    2010-09-01

    Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of a social surround called a moral ecology. Expanding the practical and professional curriculum to cover the skills and competencies of moral expertise converts the classroom into a laboratory where students practice moral expertise under the guidance of their teachers. The good news is that this expanded pedagogical approach can be realized without revolutionizing existing methods of teaching ethics. What is required, instead, is a redeployment of existing pedagogical tools such as cases, professional codes, decision-making frameworks, and ethics tests. This essay begins with a summary of virtue ethics and informs this with recent research in moral psychology. After identifying pedagogical means for teaching ethics, it shows how these can be redeployed to meet a broader, skills based agenda. Finally, short module profiles offer concrete examples of the shape this redeployed pedagogical agenda would take in the practical and professional ethics classroom.

  6. The pedagogical formation: an imparaitvo of ecuadorian university

    Directory of Open Access Journals (Sweden)

    Somaris Fonseca-Montoya

    2016-09-01

    Full Text Available The University has the challenge to train professionals with a general culture that allows not only successful if not a better quality of life performance. The professional development of teachers together with the need for a constant update appears inexorably attached to any proposal for improvement of education. To materialize the aspiration, and form a complete and competent professional capable of working in tune with the demands of their time, urgent realization of transformations in higher education, which help form a transdisciplinary scientific culture in its students and is based on knowledge that respond more to today's world. This implies the pedagogical, scientific and technological preparation of the teacher, only then is can meet the challenges of technological and scientific development and the society in general. Reflect on this theme is the purpose that animates this work.

  7. Pedagogical practices in Youth and Adult Education: concepts and practices of Sciences teachers

    OpenAIRE

    Karen Martins Limberger; Valderez Marina do Rosário Lima; Renata Medina Silva

    2014-01-01

    The present work aimed to analyze how the pedagogical practices of Sciences teachers in Youth and Adults Education (YAE) are developed. The study had a qualitative approach and employed semi-structured recorded interviews for data survey, which was later evaluated through the Discursive Textual Analysis. It was verified that YAE Sciences teachers’ planning is based on regular education textbooks and focuses on conceptual contents. Teachers use different teaching strategies, such as movies pic...

  8. The organizing-pedagogical conditions of students‟ training for the leadership of preschool age children‟ manual work

    Directory of Open Access Journals (Sweden)

    Halyna Boryn

    2017-02-01

    Full Text Available The necessity of security the joint organizing-pedagogical conditions in the educationalprocess of higher educational institution, which would contribute to successful forming offuture educators’ readiness to leadership of preschool age children’ manual work through themastering of standard subjects’ content are substantiated in the article.Key words: professional training, preschool age children, organizing-pedagogicalconditions, manual work.

  9. Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya

    Science.gov (United States)

    Wanjala, Martin M. S.; Aurah, Catherine M.; Symon, Koros C.

    2015-01-01

    The paper reports findings of a study which sought to examine the pedagogical factors that affect the integration of computers in mathematics instruction as perceived by teachers in secondary schools in Kenya. This study was based on the Technology Acceptance Model (TAM). A descriptive survey design was used for this study. Stratified and simple…

  10. Domain knowledge patterns in pedagogical diagnostics

    Science.gov (United States)

    Miarka, Rostislav

    2017-07-01

    This paper shows a proposal of representation of knowledge patterns in RDF(S) language. Knowledge patterns are used for reuse of knowledge. They can be divided into two groups - Top-level knowledge patterns and Domain knowledge patterns. Pedagogical diagnostics is aimed at testing of knowledge of students at primary and secondary school. An example of domain knowledge pattern from pedagogical diagnostics is part of this paper.

  11. CONCERNING THE NETWORKING INTERACTION EXPERIENCE OF TEACHERS AND STUDENTS OF PEDAGOGICAL UNIVERSITY

    Directory of Open Access Journals (Sweden)

    E. A. Dmitrieva

    2015-01-01

    Full Text Available The purpose of the research is to identify the possibilities for the formation knowledge and practical skills related to the use of the professional activity of software and network resource of teaching communities in the pedagogical sphere.Methods. The methods involve the analysis of the literary sources, regulatory documents, Internet resources within the researched problem; an analysis of the practical experience of teachers of secondary schools, work of high school teachers and establishment of training teachers on the research problem; the experimental work and monitoring the learning process.Results. The process of teachers’ training inYaroslavl, in particular preparation of students-biologists at theYaroslavlStatePedagogicalUniversityis reflected. Activity of network pedagogical community of Yaroslavl is considered as a platform for network interaction; the analysis of such platform, use of its resources, and also conversations with subject teachers and students have shown that the given electronic and communication resources cause a great interest for practicing teachers and future experts, however, they not always possess necessary knowledge and abilities concerning its operation.Scientific novelty. The author describes in detail the process of forming a competence of networking of professional interaction in terms of its methodological support that is relevant to the educational process, both in the high school, and post-graduate education.Practical significance. The research implementations can be useful while developing specific guidelines to explain the content and methodology of the training network of professional interaction with examples of practicing teachers and students ofPedagogicalUniversity– future teachers of biology.The article is addressed to researchers, dealing with networking, specialists of teaching service centers (institutions of educational development, the practicing subject teachers and teachers of high

  12. Authentic Instruction and Technology Literacy

    Science.gov (United States)

    Cydis, Susan

    2015-01-01

    Technology integration is an important aspect of student competence in the 21st century. The use of technology in teaching and learning is a valuable practice for supporting student learning and engagement. Modelling the pedagogical practices that integrate authentic, performance-based opportunities for technology integration was the focus of a…

  13. Up close and very personal – a proposed conceptual framework for mobile technology as a participant

    CSIR Research Space (South Africa)

    Botha, A

    2007-05-01

    Full Text Available characteristics of either a pedagogical or technology focus. Only when the technology that supports a mobile learning event and the pedagogic considerations that underpin it, come together, does it produce a successful initiative. While both reflect a perspective...

  14. USING A PEDAGOGICAL TOOL TO IMPROVE LEARNING:

    DEFF Research Database (Denmark)

    Bagger, Bettan; Taylor Kelly, Hélène; Hørdam, Britta

    at University College Zealand of nursing students’ bachelor projects highlighted students’ difficulties when categorizing and evaluating research literature. Students relied upon introductory textbooks as a major source of information and used proportionately few researched based resources. In 2011 a pilot......Abstract Content: Nurses work in complex organizations and solve multifaceted problems in an ever changing society when meeting patient needs. Therefore there is a need to develop students´ skills in the use of evidence based literature in clinical decision making. A retrospective study...... project aimed at raising students’ awareness with respect to the choice and assessment of literature was initiated and students were introduced to a new pedagogical tool. Effects of the educational intervention were measured via quantitative and qualitative data and a follow-up clinical intervention...

  15. Refracting Schoolgirls: Pedagogical Intra-Actions Producing Shame

    Science.gov (United States)

    Wolfe, Melissa Joy

    2017-01-01

    This article contributes to the discussion of gender inequality in schools with the central theme tracing ways that pedagogical affect im/mobilises agency. I argue that what I call "the schoolgirl affect," as distinctly gendered pedagogical practices in schools, constitute a schoolgirl body that refracts capacity for action in particular…

  16. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2016-01-01

    business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online...... rather than independent form of teaching and learning. Finally, the challenges and dilemmas that surfaced as a consequence of the alignment of the online format and the pedagogical principles are discussed...

  17. What School Teachers Expect from Conversational Pedagogic Agents?

    Directory of Open Access Journals (Sweden)

    Silvia TAMAYO

    2017-10-01

    Full Text Available Conversational Pedagogical Agents are interactive systems that teach students by assuming the role of teacher, student or companion through a natural language dialogue. If has been investigated a lot on the domains in which the agents can be used, the results in terms of educational effectiveness and level of satisfaction and motivation of the students. However, in the literature, there are not many examples of studies that reveal the opinion of school teachers on this type of educational technology. In this paper, we provide the results of a survey of 82 teachers to know what they expect from the agents. The following research questions will be answered: Q1 Do you know this educational technology? Q2 If so, are teachers used to integrate this type of technology in the classroom? and, P3 If teachers could design the agent, what characteristics do they consider to be the most appropriate? How should the agent react to different situations? From the results gathered, it is expected to provide information to all researchers, designers and teachers who want to integrate this type of educational technology in their classroom..

  18. Science and nuclear technology communication in Cordoba

    International Nuclear Information System (INIS)

    Martin, Hugo R.

    2012-01-01

    This paper describes the communication activities conducted nuclear science and technology in 2012 in the scientific, educational and tourist areas of Cordoba. The first is the Promotion of the realization of scientific research school works to present in science and technology fairs. The public exhibitions fairs consist of projects conducted by students from all levels of the education system. To do this, students have the guidance of Advisory Teachers, researchers and technologists of the local scientific community, which involves training them for a period of approximately six months. During this year the courses were conducted in 37 cities in the interior province, which are the sites of Regional Headquarters, which included the promotion of the realization of school scientific research on the peaceful applications of nuclear technology and / or national nuclear activities. During the meetings, made presentations basing pedagogical and didactic aspects to coordination between teaching of conceptual content and activities practical introduction to nuclear scientific methodology. As a result of this initiative, between the months of June and September was reached more than 3,000 teachers, using the infrastructure of the Ministry of Science and Technology and Internet. As a result, a dozen schools have begun to seek assistance to develop projects related to nuclear power. Other activities under the name of Scientific School Research Incursion through Experiences with Natural Radiation, consisted of the design and realization of simple laboratory experiences in laboratory's schools. The objective was to strengthen the curriculum and promote critical thinking about the risks and benefits of nuclear technologies in relation to exposure to ionizing radiation involving them. As a result it has been observed that these activities contribute to a progressive scientific and technological literacy of students, who build original knowledge for themselves and develop

  19. Pedagogical Intercultural Practice of Teachers in Virtual Enviroments

    Directory of Open Access Journals (Sweden)

    Carmen Ricardo BARRETO

    2016-10-01

    Full Text Available This paper presents some of the results of the project "Training and Development of Intercultural Competency of Teachers in Virtual Enviroments", carried out in the Colombian Caribbean region. It was performed in three steps: 1-diagnosis, 2-training, and 3-analysis of the pedagogical practice. The article shows the results of the third stage characterized by using a qualitative approach base on a cooperative action research design. The study was performed in ten Colombian Caribbean higher education institutions (HEI offering virtual programs. In these institutions, six cases were selected, which correspond to teachers who had participated in the two previous stages. The stage here reported aimed at analyzing and assessing virtual teachers' practice in virtual learning environments. Data were collected from each case’s Virtual Learning Environment, and they were analyzed by using documentary analysis of the teacher’s pedagogical practice. This analysis was performed by the participant teachers, the researcher, and external expert. Results show a changing process of intercultural conception both in the design and in the implementation and evaluation. In order to overcome some weaknesses observed, it is necessary to train the teachers not only in the intercultural education but also in topic such as curricular design and educational technology.

  20. Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders

    Science.gov (United States)

    Blau, Ina; Grinberg, Ronen; Shamir-Inbal, Tamar

    2018-01-01

    This study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general…

  1. Pedagogical progeniture or tactical translation? George Fordyce's additions and modifications to William Cullen's philosophical chemistry--Part I.

    Science.gov (United States)

    Taylor, Georgette

    2014-02-01

    This article contributes to a growing body of research on the dissemination, dispersion or diffusion of scientific knowledge via pedagogical networks. By examining students' handwritten lecture notes, I compare the eighteenth-century chemistry lectures given by William Cullen (1710-1790) at Glasgow and Edinburgh Universities with those of his one-time student George Fordyce (1736-1802), in London, at first privately and then as part of the medical education of physicians at St. Thomas's Hospital. Part I examines the broad structure of Cullen's and Fordyce's courses, comparing both course content and pedagogical approaches to ask how far knowledge flowed directly 'downstream,' and the extent to which it was transformed, translated or transmuted in the process of transmission. Part II (forthcoming) will approach the affinity theories of Cullen and Fordyce in greater depth, revealing the dynamics of knowledge transfer. The results shed light on the transmission of knowledge and skills between master and student, and reflect on whether Fordyce can be better described as Cullen's pedagogical progeny, or less straightforwardly as a tactical translator.

  2. Learning object for teacher training aimed to develop communication skills

    Directory of Open Access Journals (Sweden)

    Norma Esmeralda RODRÍGUEZ RAMÍREZ

    2014-06-01

    Full Text Available This article presents the results and reflections obtained across a research aimed to analyze the quality criteria of an opened learning object oriented to develop communication skills in order to be able to report and validate it according to its content, pedagogic structure, technological structure, graphical and textual language and usability to teacher training, in order to base it theoretically, pedagogically and technologically. The research question was: Which are the quality criteria that a learning object aimed to develop communication skills must cover? Under a quantitative approach, there were electronic questionnaires applied to: 34 Technological University teachers, eight experts about of communicative competence, teaching, technology and graphic design. The results indicated that some of the quality criteria of learning object are: the effective managing of the learning content, the balanced composition of his pedagogic structure, the technological structure efficiency and the proper managing of graphical and textual language.

  3. Analysis of Pedagogic Potential of Electronic Educational Resources with Elements of Autodidactics

    Directory of Open Access Journals (Sweden)

    Igor A.

    2018-03-01

    Full Text Available Introduction: in recent years didactic properties of electronic educational resources undergo considerable changes, nevertheless, the question of studying of such complete phenomenon as “an electronic educational resource with autodidactics elements” remains open, despite sufficient scientific base of researches of the terms making this concept. Article purpose – determination of essence of electronic educational resources with autodidactics elements. Materials and Methods: the main method of research was the theoretical analysis of the pedagogical and psychological literature on the problem under study. We used the theoretical (analysis, synthesis, comparison and generalization methods, the method of interpretation, pedagogical modeling, and empirical methods (observation, testing, conversation, interview, analysis of students’ performance, pedagogical experiment, peer review. Results: we detected the advantages of electronic educational resources in comparison with traditional ones. The concept of autodidactics as applied to the subject of research is considered. Properties of electronic educational resources with a linear and nonlinear principle of construction are studied.The influence of the principle of construction on the development of the learners’ qualities is shown. We formulated an integral definition of electronic educational resources with elements of autodidactics, namely, the variability, adaptivity and cyclicity of training. A model of the teaching-learning process with electronic educational resources is developed. Discussion and Conclusions: further development of a problem will allow to define whether electronic educational resources with autodidactics elements pedagogical potential for realization of educational and self-educational activity of teachers have, to modify technological procedures taking into account age features of students, their specialties and features of the organization of process of training of

  4. Pedagogical Experience of Teaching Financial Coaching

    Directory of Open Access Journals (Sweden)

    Lucy M. Delgadillo

    2015-12-01

    Full Text Available This study reports on the pedagogical experience of teaching a financial coaching course to personal and family finance undergraduate students at XXXX State University. The paper describes the conceptualization of the class, including theoretical frameworks, ethical considerations, practitioner’s models, learning objectives, and competencies. The assessment of the course provided data used by the instructor to refine and adjust future course content and assignments. Quantitative data was collected in pre- and post-tests assessments. The quantitative assessment shows statistically significant gains in specific coaching skills and competencies. The qualitative assessment indicates that, at the end of the course, students had better understanding of the coaching code of ethics and better communication and listening skills. The peer-to-peer coaching exercise was apparently very fear-provoking but valuable for the students. Challenges for teaching financial coaching by future instructors are discussed in the last section

  5. Pedagogical Beliefs and Attitudes of Computer Science Teachers in Greece

    Science.gov (United States)

    Fessakis, Georgios; Karakiza, Tsampika

    2011-01-01

    Pedagogical beliefs and attitudes significantly determine the professional skills and practice of teachers. Many professional development programs for teachers aim to the elaboration of the pedagogical knowledge in order to improve teaching quality. This paper presents the study of pedagogical beliefs of computer science teachers in Greece. The…

  6. Institutional and pedagogical criteria for productive open source learning environments

    DEFF Research Database (Denmark)

    Svendsen, Brian Møller; Ryberg, Thomas; Semey, Ian Peter

    2004-01-01

    In this article we present some institutional and pedagogical criteria for making an informed decision in relation to identifying and choosing a productive open source learning environment. We argue that three concepts (implementation, maintainability and further development) are important when...... considering the sustainability and cost efficiency of an open source system, and we outline a set of key points for evaluating an open source software in terms of cost of system adoption. Furthermore we identify a range of pedagogical concepts and criteria to emphasize the importance of considering...... the relation between the local pedagogical practice and the pedagogical design of the open source learning environment. This we illustrate through an analysis of an open source system and our own pedagogical practice at Aalborg University, Denmark (POPP)....

  7. The Pedagogic Signature of the Teaching Profession

    Science.gov (United States)

    Kiel, Ewald; Lerche, Thomas; Kollmannsberger, Markus; Oubaid, Viktor; Weiss, Sabine

    2016-01-01

    Lee S. Shulman deplores that the field of education as a profession does not have a pedagogic signature, which he characterizes as a synthesis of cognitive, practical and moral apprenticeship. In this context, the following study has three goals: 1) In the first theoretical part, the basic problems of constructing a pedagogic signature are…

  8. Developing an Online Course Profile Builder to Promote Pedagogical Change

    Directory of Open Access Journals (Sweden)

    Josh Humphries

    2004-02-01

    Full Text Available This paper discusses the development of an online databasedriven electronic tool for building profiles for university courses (or subjects. We take the view that any technology, including a pedagogic one, needs to be designed for, understood as and evaluated within its place in a complex socio-technic system of human-to-human as well as human-to-tool relationships. Many academics are reluctant to make changes to their practice either because of change fatigue or insufficient commitment to or understanding of the new requirements for transparency and accountability. In our institution, adoption of a new policy for the production of standardised course profiles gave us the opportunity to draw all of the school staff into the new processes. We designed an electronic tool which embodies both the course profile policy and the explicit identification of and planning for graduate attributes and which seeks to pay attention to the socio-technic system within which it operates. Intended as a tool to aid academics meet requirements, it has had the benefit of encouraging users to reconsider their understanding of such educational issues as objectives and criteria and reconsider their educational aims. This paper describes the design of the tool from both technological and social viewpoints. This paper also addresses the relationship between the technical design of the tool, university policy and good pedagogical practice, the mapping of learning objectives to assessment and the mapping of graduate attributes to programs.

  9. The Reaffirmation Professional Pedagogical in the formation of educators

    Directory of Open Access Journals (Sweden)

    Omar Blas Aulet-Álvarez

    2016-11-01

    Full Text Available The work undertakes the problem of the motivation professional pedagogical in the formation of the professional of the education, like one of the primary addresses of work educational that is carried out now. The reflections that socializing forms part of the inquiries carried out by the bus of investigators of the project institutional: The educational orientation in the formation of educators: Systematizing of results. Intentional the formative work through the strategy curricular of reaffirmation professional pedagogical like an alternating methodological that introduction in her practices. It is purpose of the authors, socialize the experiences reached in the educational practice that facilitate the motivation professional pedagogical stated explicitly in a group of strategic actions whose execution and effective control for the several buses pedagogical of the university, you contributed to perfect the process of the initial formation of students in the races pedagogical and with it elevate the quality of egression.

  10. Narrative intelligence and pedagogical success in english

    Directory of Open Access Journals (Sweden)

    Pishghadam, Reza

    2011-01-01

    Full Text Available The present study intends to investigate the relationship between English as a Foreign Language (EFL teachers’ narrative intelligence and their pedagogical success. Eighty EFL teachers along with 673 EFL learners participated in this study. Narrative Intelligence Scale (NIS and the Characteristics of the Successful Teachers Questionnaire (CSTQ were utilized to gather data in this study. The results revealed that there exists a significant association between EFL teachers’ pedagogical success and their narrative intelligence. Moreover, Genre-ation, among the subscales of narrative intelligence, was found to be the best predictor of teacher success. Finally, the results were discussed and pedagogical implications were provided in the context of language learning and teaching

  11. of students pedagogical skills to physical education

    Directory of Open Access Journals (Sweden)

    Galina Bezverkhnya

    2015-04-01

    Full Text Available Purpose: to describe the motivation to physical education of pedagogical skills girls in the context of motivation to learn and motivation to succeed. Material and Methods: 90 second-year students of pedagogical specialties were researched (30 girls from pre-school education, philological and economic faculties Pavlo Tychyna Uman State Pedagogical University. Results: described the motivation of students in physical education by the analysis of involvement of subject and the target set. Student's motivation to learning activities and their level to success motivation were additionally investigated. Conclusions: is outlined reason of not formed internal motivation of students’ physical training in general psychological orientation of the girls that sufficiently shown in context of motivation to learn and progress.

  12. Creating the Situation of Success as Implementation of the Optimism Idea: Pedagogic Interpretation of M. Seligman’s Theory

    Directory of Open Access Journals (Sweden)

    Y. V. Andreyeva

    2012-01-01

    Full Text Available The paper is devoted to the Optimism Theory by Martin Seligman that can be used for creating the model of positive emotional response aimed at improving the effectiveness of educational process. The author shares the idea of the contemporary American psychologist and philosopher regarding the optimism as the acquired skill affecting the students’ academic progress, and recommends developing students’ self-assurance by addressing a situation of success. Such situation is considered as both the leading factor and pedagogic condition, and the technological base for promoting personal optimism.The educational significance of success is based on its ability to change students’ attitude as the result of personal achievements. The lack of motivation, as the main teaching problem, can be overcome by assisting students in their academic progress and addressing the situation of success. The pedagogic techniques improving motivation to overcome learning difficulties on the way to success are given providing adolescents with effective assistance and emotional support. According to the author, the situation of success is not a temporary pedagogic tool, but rather a way of achieving optimistic outlook, which allows students themselves to solve complex learning tasks and achieve desired results without pedagogic facilitation. 

  13. The Technology of Forming of Innovative Content for Engineering Education

    Science.gov (United States)

    Kayumova, Lilija A.; Savva, Lubov I.; Soldatchenko, Aleksandr L.; Sirazetdinov, Rustem M.; Akhmetov, Linar G.

    2016-01-01

    The relevance of the study is conditioned by the modernization of engineering education aimed at specialists' training to solve engineering and economic problems effectively. The goal of the paper is to develop the technology of the innovative content's formation for engineering education. The leading method to the study of this problem is a…

  14. Pedagogical Support Components of Students' Social Adaptation

    Science.gov (United States)

    Vlasova, Vera K.; Simonova, Galina I.; Soleymani, Nassim

    2016-01-01

    The urgency of the problem stated in the article is caused by the need of pedagogical support of students' social adaptation on the basis of systematicity, which is achieved if we correctly define the components of the process. The aim of the article is to determine the pedagogical support components of students' social adaptation. The leading…

  15. The Content of Educational Technology Curricula: A Cross-Curricular State of the Art

    Science.gov (United States)

    Aesaert, Koen; Vanderlinde, Ruben; Tondeur, Jo; van Braak, Johan

    2013-01-01

    The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions,…

  16. Pedagogical Lexicography: Towards a New and Strict Typology ...

    African Journals Online (AJOL)

    The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dictionaries" and "learners' dictionaries" are used with a lot of different meanings that vary from author ...

  17. Interoperability in pedagogical e-learning services

    OpenAIRE

    Queirós, Ricardo

    2009-01-01

    The ultimate goal of this research plan is to improve the learning experience of students through the combination of pedagogical eLearning services. Service oriented architectures are already being used in eLearning but in this work the focus is on services of pedagogical value, rather then on generic services adapted from other business systems. This approach to the architecture of eLearning platforms raises challenges addressed by this work, namely: conceptual modeling of the pedagogica...

  18. Using Large Scale Test Results for Pedagogical Purposes

    DEFF Research Database (Denmark)

    Dolin, Jens

    2012-01-01

    The use and influence of large scale tests (LST), both national and international, has increased dramatically within the last decade. This process has revealed a tension between the legitimate need for information about the performance of the educational system and teachers to inform policy......, and the teachers’ and students’ use of this information for pedagogical purposes in the classroom. We know well how the policy makers interpret and use the outcomes of such tests, but we know less about how teachers make use of LSTs to inform their pedagogical practice. An important question is whether...... there is a contradiction between the political system’s use of LST and teachers’ (possible) pedagogical use of LST. And if yes: What is a contradiction based on? This presentation will give some results from a systematic review on how tests have influenced the pedagogical practice. The research revealed many of the fatal...

  19. Pedagogical Conditions of Formation of Professional Competence of Future Music Teachers on the Basis of an Interdisciplinary Approach

    Science.gov (United States)

    Gromova, Chulpan R.; Saitova, Lira R.

    2016-01-01

    The relevance of research problem is due to the need for music teacher with a high level of formation of professional competence determination of the content and principles of an interdisciplinary approach to its formation. The aim of the article lies in development and testing of complex of the pedagogical conditions in formation of professional…

  20. Pedagogical Culture of Future Teachers of Musical Art: A Methodological Investigation

    Directory of Open Access Journals (Sweden)

    Inna Pashchenko

    2018-03-01

    Full Text Available The article deals with modern scholars’ approaches to the definition of the term “pedagogical culture of future teachers of musical art”. The authors give their own definition of future teacher’s pedagogical culture. It is defined as a subjectively conditioned system of values, culture-pedagogical knowledge, norms of behavior, which are practically implemented in the process of the development of a human being. These factors contribute to the realization of students’ abilities, development of moral and philosophical personal qualities by means of implementing certain pedagogical conditions of training in higher educational establishments of Ukraine. They also determine the choice of the correct strategy of specialists-educators’ cultural-pedagogical identity in their future professional activity. The criteria and levels as well as the stages of experimental work on the implementation of these methods have been identified and described. The experimental stages of the implementation of methods of formation of future teachers’ pedagogical culture by means of spiritual music have been identified and described. There are three stages: adaptive, cognitive-corrective, and acmeological. The results of experimental work, that demonstrate positive effects of the implementation of methods of formation of future teachers’ pedagogical culture by means of spiritual music in the educational process of pedagogical universities, have been also presented in the article.