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.

This thesis presents an investigation into the pedagogical content knowing (PCKg) of Dutch experienced specialist preschool music teachers with regard to teaching and learning rhythm skills viewed from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. In a multiple case study the research methods - stimulated recall interviews, gesture analysis tasks, physical action analysis tasks, notebooks and semi-structured interviews - were used to elicit the PCKg of six specialist preschool music teachers regarding rhythm skills. The data of these different methods were inductively analysed but sensitising concepts derived from the literature review on PCKg were also used in the analysis. Furthermore, the data were triangulated to gain a comprehensive understanding of the participants' PCKg. As for the nature of the specialist preschool music teachers' PCKg regarding rhythm skills the findings illustrated that PCKg is distributed over language, sound, gestures, body positioning and physical actions. Respecting the content of PCKg a new form of (non-verbal) knowledge was explored: 'musical communication and musical interaction' that facilitates the learning of rhythm skills of preschoolers. The study is first of all significant for offering a new perspective on the nature of the specialist preschool music teachers' PCKg: a multimodal and dynamic way of knowing that emerges from the interrelated role between the social, cultural and physical classroom environment, the teaching task and the teacher's body. Beyond the classroom, these teachers' bodies form a source for recalling, re-enacting and eliciting classroom experiences to develop and communicate their PCKg. Secondly, it offers a new perspective on the content of the specialist preschool music teachers' PCKg: these teachers' bodies take on different roles to mediate the preschoolers' learning process regarding rhythm skills. These findings have implications for further research, teacher education, practice and policy.

The process of ‘learning to teach’ is still not well understood. In particular, existing research does not fully reflect the complexities of the process; how student teachers’ level of subject matter knowledge influences their teaching, or how their placement affects the process. This study provides an alternative nonlinear, relational model for understanding the process of ‘learning to teach’. I study the ways in which 66 BEd students teach during eight school-based Teaching Experience sessions, conducted over the four year duration of their preservice teaching degree. I primarily draw on evidence obtained from lesson observation reports written by university tutors as they respond to lessons taught by this cohort of student teachers. I cluster their comments into five facets necessary for enabling learning, namely, student teachers’ knowledge and understanding of content; their preparation; their teaching strategies; their classroom management; and the ways in which they monitor learning. These five facets have links to the process of teaching described by Shulman’s (1987b) Model of Pedagogical Reasoning and Action. Within each of these five facets, varying levels of competence were demonstrated by the student teachers in this study. I develop an analytical tool that describes four developmental levels of student teaching over each of the five facets of the teaching process. An in-depth study of the developmental teaching portraits of five student teachers illustrates that they are often more advanced in some facets of their teaching, and less so in others. The portraits highlight the ways in which certain facets affect teaching in other facets. The interactions between these differing levels and facets give rise to particular challenges that student teachers experience as they ‘learn to teach’. Some of these challenges are more significant than others, as certain inter-facet relationships are essential to the development of pedagogically reasoned action, and other relationships are less crucial. My findings suggest that although ‘learning to teach’ is a non-linear process, there nevertheless exists a logical hierarchy within the facets, whereby some facets create conditions of possibility for others. In particular, I find that the way in which student teachers use their knowledge and understanding of the content to inform other facets, establishes the 2 logical conditions necessary for the development of teaching as pedagogically reasoned action.

Nas últimas décadas, o desenvolvimento da criatividade vem sendo debatido e tratado como característica fundamental aos indivíduos que se encontram no mercado de trabalho. No caso da carreira docente, tal fato não se mostra diferente, sendo recorrentes os pedidos de professores com uma ampla capacidade de criar novas e inovadoras intervenções didáticas frente ao caráter imprevisível do cotidiano escolar. Desse modo, o presente trabalho busca compreender como se dá o processo de criação de novos conhecimentos pedagógicos de conteúdo por parte de futuros professores de Física, elencando elementos importantes necessários a essa ação, bem como às interrelações entre os mesmos. Para tanto, em um primeiro momento, alicerçamos nossa pesquisa no campo da formação de professores, mais precisamente, a forma como estes elaboram seus Conhecimentos Pedagógicos de Conteúdo. Em uma segunda etapa, tratamos o ato criativo como uma complexa rede de elementos pertencentes, tanto aos esquemas cognitivos internos do futuro docente, como específicos do meio social e cultural onde a docência se realiza. Dessa forma, para abarcar esse dois contextos mais amplos da criação humana, utilizamos elementos das psicologias piagetiana e vigotskiana, respectivamente. Esses últimos referenciais teóricos, em nossa visão, organizados como complementares na elaboração de um novo referencial para o estudo específico da criatividade docente. A pesquisa de campo, de natureza qualitativa, acompanhou dois grupos de licenciandos em Física que cursavam a disciplina Metodologia do Ensino de Física II e que realizavam o processo de estágio em escolas da educação básica em um caráter supervisionado e investigativo. Dessa forma, os dados utilizados nesse trabalho foram obtidos através dos relatos dos próprios licenciandos, quando de sua participação nas reuniões semanais de supervisão, nas entrevistas finais, durante as aulas da disciplina, bem como nos registros contidos em seus portfólios. Os resultados obtidos nos demonstraram que os licenciandos, em situações de docência, são submetidos a perturbações de diferentes naturezas, de acordo com o contexto onde estes se encontravam. A superação de tais perturbações mostrou-se extremamente dependente dos elementos culturais e sociais a que estavam expostos os futuros docentes, bem como dependentes de seus repertórios anteriores e experiências vividas. Os possíveis trajetos realizados pelos estagiários nesses contextos foram denominados Caminhos Criativos, trajetos estes compostos pela perturbação geradora, a conduta adotada pelos futuros professores para sua solução, bem como as necessidades docentes surgidas no percurso, culminando com a elaboração de novos Conhecimentos Pedagógicos de Conteúdo, onde se verificou alterações na forma como tais estagiários relacionavam as dimensões do contexto, pedagógicas e do conteúdo em suas novas intervenções didáticas. O trabalho em tela, portanto, busca expor um conjunto de processos necessários às elaborações criativas dos futuros professores e suas interrelações na dinâmica do desenvolvimento de novos Conhecimentos Pedagógicos de Conteúdo, buscando dessa forma, contribuir com novos elementos que busquem, na formação docente em Física, um profissional capaz de atuar em patamares crítico-reflexivos, com capacidade e autonomia de elaborações e reelaborações de seus esquemas mentais, frente aos constantes imprevistos que permeiam o ambiente profissional do magistério. / In recent decades, the development of creativity has been discussed and treated as a fundamental characteristic to individuals who are in the labor market. In the case of the teaching as a profession, this fact does not seem different, being recurrent the requests of teachers with a broad ability to create new and innovative didactic interventions due to the unpredictable character of the school routine. Thus, this study seeks to understand how the process of creation of new pedagogical content knowledge by future physics teachers, listing important elements necessary for this action, as well as the interrelationships among them. Therefore, at first, we build our research in the field of teacher training, more precisely, how they prepare their Pedagogical Content Knowledge. In a second step, we treat the creative act as a complex network of elements belonging to both internal cognitive schemata of future teachers as specific social and cultural environment in which teaching takes place. Thus, to encompass these two broader contexts of human creation, use elements of the psychologies of Piaget and Vygotsky, respectively. These recent theoretical, in our view, arranged as complementary in the development of a new framework for the study of specific teaching creativity. The field research was qualitative, followed two groups of undergraduates in physics who attended the course \"Methodology of Teaching Physics II\" and who took the internship process in basic education schools in a supervised and investigative character. Thus, the data used in this work were obtained from the reports of their own undergraduates, when he participated in weekly supervision meetings, the final interviews during the lessons of discipline, as well as the records contained in their portfolios. The obtained results showed that the licensees in situations teaching are subjected to disturbances of different natures, according to the context in which they are found. Overcoming such disturbances was extremely dependent on the cultural and social elements that were exposed to future teachers as well as dependents of their repertoires and previous experiences. The possible paths made by the trainees in these contexts were called Creative Paths, paths these compounds by the disturbance generator, the procedure adopted by future teachers for their solution, as well as the needs arising in the course teachers, culminating in the development of new Pedagogical Content Knowledge, where there has been changes in the way such trainees related dimensions of context, pedagogical and content in their new didactic interventions The screen work therefore seeks to expose a set of process needed for creative elaboration of future teachers and their interrelationships in the dynamics of development of new Pedagogical Content Knowledge , seeking, thereby, to contribute with new elements that seek , in teacher training in Physics , a professional capable of operating at levels critical- reflective capacity and autonomy of elaborations and reworkings of their mental schemas , facing the constant unforeseen that permeate the working environment of teachers.

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 overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis? The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced. The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex. At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

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.