Thesis advisor: Lillie Richardson Albert / The purpose of this research is to identify the categories of South Korean elementary teachers' knowledge for teaching mathematics. Operating under the assumption that elementary teachers' knowledge for teaching affects students' learning, eleven South Korean elementary teachers volunteered to participate in this study. Emerging from the data collected and the subsequent analysis are five categories of South Korean elementary teachers' knowledge for teaching mathematics: Mathematics Curriculum Knowledge, Mathematics Learner Knowledge, Fundamental Mathematics Conceptual Knowledge, Mathematics Pedagogical Content Knowledge, and Mathematics Pedagogical Procedural Knowledge. The first three categories of knowledge play a significant role in mathematics instruction as an integrated form within Mathematics Pedagogical Content Knowledge. A notable conclusion of this study is that Pedagogical Content Knowledge might not be the sum of the other categories of knowledge for teaching mathematics. These findings may be connected to results from relevant studies in terms of the significant role of teachers' knowledge in their mathematics instruction. This study contributes to the existing literature in that it provides empirical bases for understanding teachers' knowledge for teaching mathematics and reveals the relationship among categories of knowledge for teaching mathematics. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

O conteúdo de reações redox tem sido apontado como sendo um dos mais difíceis para os docentes e estudantes de Química e é de fundamental importância que os professores desenvolvam o conhecimento pedagógico do conteúdo (PCK) de tal tópico para melhor abordá-lo em sua prática pedagógica. Neste trabalho, investigou-se qual o impacto de um curso de formação continuada no desenvolvimento do PCK de professores de Química sobre reações redox. Para fundamentar a estruturação do curso, primeiramente foi feita uma revisão da literatura para mapear como o conteúdo redox vem sendo abordado e as limitações associadas ao seu ensino. Na sequência foram analisados como os livros didáticos do Ensino Médio abordam esse conteúdo e, em seguida, foram investigadas as dificuldades de professores do Ensino Médio em ensinar tal conteúdo. Por fim, investigou-se um curso de formação continuada que envolveu o conteúdo de reações redox. Finalizadas essas etapas de fundamentação, foi planejado e implementado um curso de formação continuada com intuito de desenvolver o PCK de professores sobre reações redox. Durante o curso, os professores foram observados e suas atividades foram analisadas. Os dados coletados se basearam nas respostas ao instrumento CoRe e a outros questionários relacionados às reações redox, planos de aulas, vinhetas e registros audiovisuais. Os dados foram analisados em termos de estratégias de ensino, materiais curriculares, métodos de avaliação e dificuldades dos alunos. Para a análise de dados utilizou-se a análise temática qualitativa com base nos cinco componentes do PCK propostos por Park e Oliver. Os resultados mostram que os professores, após a participação no curso de formação continuada, conseguiram desenvolver os componentes de forma independente e em diferentes níveis, sendo o conhecimento das estratégias o de maior destaque de melhora. Além disso, observam-se indícios de integração dos componentes do PCK. / The redox reactions content has been identified as one of the most difficult topics for chemistry students and teachers, and it is of fundamental importance to the development of chemistry teachers\' pedagogical content knowledge (PCK). This study investigated the impact of a continuous professional development (CPD) course on the development of chemistry teachers\' PCK of redox reactions. Firstly, a literature review was made in order to map how the redox content has been approached and the limitations associated with its teaching. Secondly, high school chemistry textbooks were analyzed to investigate how they address this content and then, difficulties of high school teachers\' teaching this content were investigated. In addition, a CPD course that includes the content of redox reactions was investigated. After completing these steps, a CPD course was designed to develop chemistry teachers\' PCK of redox reactions. During the course, teachers were observed and their activities were analyzed. The data were collected based on the responses to the CoRe (Content Representation) instrument and other questionnaires related to redox reactions, lesson plans, vignettes and audiovisual records. Data were analyzed in terms of teaching strategies, curricular materials, assessment methods and students\' difficulties. For the data analyzing, it was used the qualitative thematic analysis based on the five PCK components proposed by Park and Oliver. The results showed that the teachers that participated in the CPD course, were able to develop the components at different levels independently and their knowledge of the teaching strategies has the most prominent improvement. In addition, evidence of the integration of PCK components was observed.

Neste trabalho investigamos a base de conhecimentos para o ensino e o conhecimento pedagógico do conteúdo de um professor do ensino superior que se destacou sucessivamente nas avaliações institucionais aplicadas aos estudantes de uma Universidade Paulistana para aferir a qualidade e o desempenho de seus professores. Buscamos por meio de narrativas e de análises de documentos reconhecer os conhecimentos mobilizados e as peculiaridades da abordagem deste professor em sua prática docente. Esta pesquisa caracteriza-se como um estudo de caso único. Os dados utilizados envolvem todas as atividades e avaliações produzidas pelo professor para uma disciplina de bioquímica, o planejamento de ensino, a observação das aulas e o mapeamento de suas crenças didáticas. A coleta dos dados foi realizada a partir de observações não participantes das aulas, de entrevistas semiestruturadas registradas em áudio e vídeo e questionários. Os dados foram analisados através da Análise Textual Discursiva, pela qual utilizamos como categorias e subcategorias de análise as propostas no modelo de Grossman para identificar e sistematizar a base de conhecimentos para o ensino e o conhecimento pedagógico do conteúdo do professor. Na pesquisa, por meio da análise dos dados reconhecemos quatro pilares centrais que sustentam a atividade de ensino deste professor: (i) Contexto institucional; (ii) Base de conhecimentos; (iii) Reflexão sobre a prática e (iv) Dimensão pessoal. A base de conhecimentos deste professor para o ensino possui forte influência de sua trajetória profissional, particularmente de seu ingresso na docência. Seus conhecimentos foram construídos e ampliados, predominantemente, por meio de sua experiência em sala de aula e por reflexões estimuladas por atividades paralelas à docência. O contexto institucional ofereceu-lhe as condições de trabalho e a infraestrutura que viabiliza e favorece sua atuação e seu desenvolvimento profissional. Por fim, destacamos uma dimensão pessoal, pela qual reconhecemos um profundo interesse deste professor pela aprendizagem efetiva de seus alunos, sua capacidade de gestão da sala de aula e sua sensibilidade para reconhecer e utilizar as necessidades e os interesses dos alunos no processo de ensino. Este professor demonstra a competência de gerir as relações afetivas na sala de aula construindo espaços para participação direta do aluno na gestão das atividades e para sua atuação durante as aulas, construindo assim um ambiente afetivamente favorável à aprendizagem e à interação na sala de aula. / This research aimed to investigate the knowledge base for teaching in Higher Education and Pedagogical Content Knowledge (PCK) of an University Professor who has successively achieved outstanding results in institutional evaluations applied to students, aimed at assessing quality and performance.This research has been carried out as a single case study and data were collected in a Public Brazilian University, in the city of São Paulo. They involved all activities and assessment produced by a Biochemistry professor, such as: educational plan; lesson observation and the mapping of his teaching beliefs.The data were collected through narratives and documentation reviews, in order to recognize the mobilized knowledge and the peculiarities of his approach in teaching practices. It was also conducted from non-participant observations in lessons; semi-structured interviews, which were recorded in audio and videos, and questionnaires; the data were, then, further analyzed through Discursive Textual Analysis, in which the proposals of the Grossman\'s Model of Teacher Knowledge as categories and subcategories of analysis were used to identify and systematize the knowledge base for teaching and the professor\'s PCK. Through such analysis we have identified four central pillars which support his teaching activity: i. Institutional context; ii. knowledge base; iii. Reflection upon practice; and iv. personal dimension. His knowledge base has had a strong influence in his professional career, particularly as of joining teaching. It was predominantly built and expanded through his experience in the classroom and stimulated reflection upon activities developed parallel to teaching. The institutional context offered him work conditions and infrastructure which facilitates and promotes his practice and professional development. Finally, we highlight a personal dimension, in which we recognize a profound interest in his students\' effective learning, his classroom management skills and awareness in recognizing and using interests and needs of students in favor of the learning process.This professor demonstrated competence to manage emotional relationships in the classroom, creating space for direct students\' participation as well as the management of their own learning process, building, therefore, an emotionally favorable environment for learning and interaction in the classroom.

Made available in DSpace on 2016-04-27T16:57:27Z (GMT). No. of bitstreams: 1 Renata Ercilia Mendes Nifoci.pdf: 12160778 bytes, checksum: a5494f21bc3486eee31baf5e84daa89d (MD5) Previous issue date: 2013-08-22 / Secretaria da Educação do Estado de São Paulo / The use of information technology is present in many environments, including the educational environment. This background, this research aims to an analysis of the knowledge revealed by mathematics teachers in a continuing education course to use learning objects available in the repository M3 Multimedia Mathematics as a technology for teaching geometry. Through the methodology of Narratives, the teachers were able to report their concerns and expectations the teaching of geometry, continuing education, learning objects and use of technologies. As a theoretical contribution, this research is based on the ideas of Shulman on Pedagogical Content Knowledge (PCK) and the Technological Pedagogical Content Knowledge (TPACK), Mishra and Koehler revealed by teachers over the meetings of the studying group. In the analysis of the narratives of teachers it was found that pedagogical knowledge combined with the knowledge of the curriculum was important in the choice of learning objects, as when selecting such resources were needed such knowledge as well as aspects of pedagogical and technological knowledge so that they could infer and justify their choices. The results of this study indicate the need to invest in teacher education for the use of technological resources in the school, once the teacher recognizes the importance of these resources in the learning process, but does not know or does not know how to conduct on the technologies. Another aspect highlighted is the fact of teachers being receptive regarding courses to complement their initial education / O uso das tecnologias da informação está presente em diversos ambientes, entre os quais o ambiente educacional, afetando alunos e professores. Diante deste cenário, esta pesquisa tem como objetivo analisar os conhecimentos revelados por professores de Matemática em um curso de formação continuada ao utilizarem Objetos de Aprendizagem, disponíveis no repositório M3 Matemática Multimídia como recurso tecnológico para o ensino de Geometria. Por meio da metodologia das Narrativas, os professores puderam relatar seus anseios e expectativas frente ao ensino de geometria, formação continuada, objetos de aprendizagem e uso das tecnologias. Como aporte teórico, esta pesquisa está embasada nas ideias de Shulman sobre o Conhecimento Pedagógico do Conteúdo (PCK) e o Conhecimento do Conteúdo Pedagógico e Tecnológico (TPCK), de Mishra e Koehler, revelados pelos professores ao longo dos encontros do grupo de estudo. Na análise das narrativas dos professores verificou-se que o conhecimento pedagógico aliado ao conhecimento do currículo foi importante na escolha dos Objetos de Aprendizagem, pois ao selecionar tais recursos, eram necessários tais conhecimentos assim como aspectos do conhecimento pedagógico e tecnológico para que pudessem inferir e justificar suas escolhas. Os resultados desta pesquisa apontam a necessidade de se investir na formação do professor frente à utilização de recursos tecnológicos na escola, uma vez que o professor reconhece a importância destes recursos no processo de aprendizagem, mas não o faz por desconhecer ou não saber proceder diante das tecnologias. Outro aspecto evidenciado é a questão dos professores se mostrarem receptivos quanto a cursos para complementar sua formação inicial

The aim of this study is to investigate perceptions of preservice mathematics teachers&rsquo / technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers&rsquo / technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are enrolled in elementary mathematics education department of Education Faculties of seven public universities located in Central Anatolia. Perceived TPACK regarding geometry instrument has been developed to collect data. In order to determine the levels of preservice mathematics teachers&rsquo / perceptions related to TPACK in geometry, descriptive information have been used. The results indicate that preservice mathematics teachers&rsquo / perceptions of TPACK related to geometry is higher than moderate. Furthermore, correlational analysis was conducted to identify the relationship among dimensions of TPACK. Positive significant correlations among the components of the TPACK framework were found in correlational analysis. Besides, two-way MANOVA has been conducted to investigate a possible relationship between demographic information of preservice elementary mathematics teachers and their perceptions of TPACK. According to the MANOVA results, there are statistically significant differences between male and female preservice mathematics teachers in favor of male participants in three components of TPACK, namely technological knowledge, technological pedagogical knowledge and technological pedagogical content knowledge in favour of males.

The main purpose of the study was to understand preservice secondary mathematics teachers&rsquo / pedagogical content knowledge of composite and inverse functions. The study was conducted with three preservice secondary mathematics teachers in Graduate School of Education at Bilkent University. The instruments of the study were qualitative in nature and in four different types of data forms: observations, interviews, documents, and audiovisual materials. Observation data came from fieldnotes by conducting an observation of lessons participants taught at Private Bilkent High School. Interview data came from the transcriptions of semi-structured interviews. Document data came from survey of function knowledge, journal writings, vignettes, and lesson plans. Audiovisual data came from the examination of the videotape of the lessons participants taught. The findings reveal that preservice secondary mathematics teachers&rsquo / knowledge levels in components of pedagogical content knowledge were not at the desired levels and also they experienced difficulty while integrating that knowledge. The results of the study indicate that teacher education should provide courses that cover the content relevant to students in order to assure both depth and breadth in subject matter knowledge of the preservice teachers. Moreover, the activities which mimics the classroom cases and assures the integration of knowledge components like vignettes would be used in teacher education programs. Results can inform educational practices, and reforms in Turkey, and provide a basis for further research, with increased pedagogical content knowledge as the ultimate goal.

The purpose of this study was to investigate the preservice science teachers&rsquo / perceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education department of Education Faculties of eight public universities located in Central Anatolia. 1530 preservice science teachers participated to the study. There were two instruments used in this research which were perceived TPACK questionnaire, which was later adopted by the researcher as perceived TPACK on genetics, and genetic concepts test. v Data were analyzed by using descriptive and inferential statistics. In order to answer the first research question, descriptive information about the components of TPACK was given. Correlational analyses were used to identify the relationship between each component of the perceived TPACK on genetics and their genetic knowledge. Another correlational analysis was conducted for the third research question which seeks the relationships among the components of the TPACK. Moreover, MANOVA was conducted to investigate the impact of gender and year of enrollment on perceived TPACK on genetics of preservice science teachers. The results revealed that genetic knowledge was correlated with each component except the perceived project specific technology knowledge. Moreover, there were positive significant correlations among the components of the TPACK. According to the MANOVA results, the mean scores of male and female preservice science teachers differ in five components of TPACK, namely project specific technology knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge and technological pedagogical content knowledge. The results of MANOVA for year of enrollment revealed that the mean ETK, GTK, PSTK, and CK scores of participants with different year of enrollment differ significantly.

The main purpose of this study is to assess pedagogical content knowledge (PCK) of in-service physics teachers about electricity topic in high school level by developing a paper-and-pencil instrument consisting of open-ended items. The instrument was developed with four different implementations by administration to the 278 in-service physics teachers. An exploratory and confirmatory factor analysis including only PCK items was conducted in validation processes. The relations among teachers&rsquo / job satisfaction levels, perceived self-efficacy levels, years of teaching experience and specific experiences, attendance to in-service training seminars related to physics teaching programs and teachers&rsquo / PCK were also analyzed by a confirmatory structural equation modeling study in validation of test scores. SPSS and AMOS programs were used in the analyses. Results of the study showed that teachers&rsquo / perceived self-efficacy level, attendance to in-service training seminars and specific experiences were significant predictors of their PCK. Teachers&rsquo / years of teaching experience and job satisfaction level were not significant predictors of their PCK. Inter-rater reliability scores were calculated as 0.86 and 78% for scoring and coding of the participant teachers&rsquo / responses respectively. Results also showed that there are many Turkish physics teachers whose PCK scores regarding students&rsquo / learning difficulties and misconceptions are below the average and participants mostly prefer to implement direct instruction in their classrooms as the instructional strategy.

Over the past decade over 600M in funding has been devoted to bringing about reform in science education, but little is known about who is implementing reform, the extent of reform implementation and how educational contexts differentially impact reform innovations. This dissertation explores the results of the Multi-Initiative Dissemination Project (MID Project), a national curriculum reform program that was designed to propagate reform pedagogy among undergraduate chemistry faculty in faculty development workshops. We analyzed data from surveys, in-class observations and faculty interviews to explore the relationships between the participant faculty demographic features and their pedagogy and teaching philosophy before and following exposure to the workshops. We found interesting demographic characteristics that distinguish the participant faculty from the academic chemistry faculty responding to the ACS 2000 census. Also, our study uncovered relationships between the participants' demographic features and their conceptions of teaching and practices that may mediate the impact of pedagogical interventions such as curriculum reform workshops. This dissertation describes these relationships and their implications for policies supporting reform efforts

Although the Technological Pedagogical Content Knowledge (TPACK) framework has shown a lot of promise as a theoretical perspective, researchers find it difficult to use it in particular environments because the requirements of the framework change in specific contexts. The purpose of this study was to explore and produce more flexible ways of using the TPACK for inservice mathematics secondary teachers. Three such teachers at an urban public school were observed in their classrooms and interviewed about their experiences of teaching mathematics and integrating computer technology in their day-to-day activities. Each participant had over 10 years experience in teaching mathematics in secondary schools in Ontario, and expertise in using computers in mathematics curriculum. The research questions were: 1) How do secondary school mathematics teachers describe their ways of integrating technology? 2) What difficulties do teachers have when they try to integrate technology into mathematics classrooms? The findings from the first research question show that teachers displayed a high degree of integration of technology. Their activities were very clearly designed, conferring clear roles to the use of integrating computer technology in mathematics classes. Teachers had specific approaches to integrate computer technology: a) to allow students opportunities to learn and experiment with their mathematical knowledge; b) to help them pass the content to the students in the process of teaching mathematics; and c) to assess and evaluate students’ work, and give them feedback. The findings from the second research question reveal that teachers had difficulties in purchasing and maintaining the computer equipment. They had some difficulties in trying to integrate new technologies as these required time, preparation, and dedication. In addition, teachers had some difficulties in making students use computers in a significant way. The implication for teacher education is that inservice teachers should have opportunities to update their computer and pedagogical skills, a long term perspective in integrating technology in mathematics education, and professional and technical support from teaching colleagues and administrators. Finally, the integration of computer technology in mathematics requires more intensive teamwork and collaboration between teachers, technical support staff, and administrators.