Spelling suggestions: "subject:"eubject 1atter csrknowledge"" "subject:"eubject 1atter bothknowledge""
1 |
The relationship between teachers’ ideas about teaching electricity and their awareness of learners’ misconceptionsMoodley, Kimera January 2013 (has links)
This study explored the relationship between teachers’ ideas on teaching electricity and their awareness of learners’ misconceptions. A sample of six participants was conveniently selected from six different schools in an urban setting. A multi case design was used, treating each participant as a separate case. Data were collected using a questionnaire and interview. Each question in the questionnaire was designed to probe teachers’ knowledge, understanding and addressing of well-known misconceptions about circuits as reported in the literature. Interviews focused on teachers’ ideas about content and teaching methods. Results were interpreted using an existing Pedagogical Content Knowledge (PCK) model as conceptual framework. It was found that teachers’ understanding of misconceptions ranged from minimal to insightful. Their strategies to correct misconceptions included teaching factually, mathematically, practically and conceptually. It was found that those teachers who were well aware of their learners’ misconceptions also held ideas that science teaching should focus on conceptual understanding and that various teaching methods should be used. Conversely, teachers who demonstrated poor understanding of misconceptions tended to view and teach concepts as isolated facts. It is argued that the relationship between teachers’ ideas and their awareness of misconceptions is one of cyclic reinforcement rather than simple cause and effect. The results also showed that teachers’ qualifications play a significant role in their ability to facilitate understanding of concepts in electric circuits. A new hierarchical model of pedagogical content knowledge is proposed to explain the results of this study. / Dissertation (MEd)--University of Pretoria, 2013. / lk2014 / Science, Mathematics and Technology Education / MEd / Unrestricted
|
2 |
Explicit inclusion of topic specific knowledge for teaching and the development of PCK in pre-service science teachersMavhunga, Madlivane Elizabeth 06 January 2014 (has links)
Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2012 / Reflection about lessons delivered is a practice widely encouraged in teaching. Reasoning,
particularly about transformation of subject matter knowledge of lessons yet to be taught, is
an internal process and a speciality evident largely in expert teachers. The study investigates
the feasibility of fast-tracking its development in pre-service chemistry teachers. It focuses on
developing this specialty within a specific topic, as a theoretical construct called Topic
Specific PCK (TSPCK). Five knowledge components of TSPCK are identified as the
enablers that transform subject matter knowledge. The components are: (1) students’ prior
knowledge, (2) curricular Saliency, (3) what is difficult to teach (4) representations, including
powerful analogies, and (5) conceptual teaching strategies. These components are identified,
with reference to literature, as aspects specific to the subject matter knowledge of the teacher
and useful in its teachability. A new tool to measure the quality of TSPCK is developed.
The procedure for developing the tool consists of the following steps: (i) confirming the
characteristics of the test items fitting the Topic Specific PCK construct, (ii) production of
test items, (iii) judgment of items, (iv) construction of the instrument (v) piloting and (vi)
validation of the instrument. Care is taken to ensure presentation of multiple evidence and
discussions, addressing the interpretive and arguments as requirements for showing validity
of the construct measured by the instrument. The Topic Specific PCK tool is validated with a
group of 20 practicing teachers. The tool is scored, using a rubric corresponding to the five
components with each being rated on a four point scale, from 1 (Limited) to 4 (Exemplary).
The analysis of the generated scores is done using the Rasch statistical model (Winstep,
version 3.72.3). The reliability indices as indicated by person reliability and item reliability
are found to be high at 0.86 at 0.91, respectively. The persons and item scores reflect
measures well inside the conventionally acceptable range of -2 and +2. A further indicator of
validity of the tool is the empirically calculated hierarchy of test items’ order of difficulty,
found similar to the theoretically predicted pattern for the teacher group. Based on the above
analysis and findings, I regard the tool as valid and reliable. My research design is based on
mixed-methods research (MM). The research strategy takes the form of a case study. The
study is located in a methodology class for final year physical science pre-service teachers.
They formed an experimental group (N=16) for this study. I delivered an intervention,
targeting understanding of transformation of Chemical Equilibrium concepts, using the above
listed five knowledge components. I collected data through a combination of tools, including
the newly designed Topic Specific PCK tool in Chemical Equilibrium, an Achievement tool
and a science teacher Belief tool. Both the Achievement and the Belief tools were adapted
from existing tools, and were thus considered tried and validated. The findings suggest that
the quality of Topic Specific PCK in chemical equilibrium may be improved in pre-service
teachers by the explicit discussion of the knowledge enabling its transformation. They also
suggest that, in the process of discussing aspects of subject matter knowledge related to its
transformation, pre-service teachers improve their conceptual understanding of chemical
equilibrium. Both these improvements were not affected by the shift or lack of shift in
teacher beliefs from teacher-centred towards student-centred practices. I acknowledge the
small size of the sample as a practical limitation to the generalization of the statistical
findings in this study. I suggest that emphasis be placed on the trends displayed, as they are
similar to those obtained from the multiple sources of the qualitative component of the study.
Finally, I recommend that the development of PCK in pre-service teachers be considered in a
topic by topic manner. I urge that the teaching of chemistry topics be explicitly organized in
a format in which pre-service teachers would be expected to reason about them, and
particularly transform them for teaching.
|
3 |
PERCEPTIONS OF PHYSICAL SCIENCE FACULTY AT THE COLLEGE LEVEL ABOUT TEACHING INTRODUCTORY LEVEL SCIENCE COURSESSWAMI, RAJEEV KUMAR 16 September 2002 (has links)
No description available.
|
4 |
Teachers' analyses of learner errors in Grade 6 English first additional language.Ntuli, Khethinkosi Armstrong 12 May 2015 (has links)
The study investigated 6 Soweto primary school teachers’ ability to analyse and give
feedback on the errors of English First Additional Language learners. Drawing on literature
on assessment for learning and feedback, as well as on error analysis of English second
language learning, I developed a conceptual framework that enabled me to classify learner
errors and teachers feedback strategies. I used a qualitative approach to investigate
assessment abilities. Firstly, the teachers marked a written assessment task, identified errors,
evaluated learner performance and gave feedback based on identified errors. Secondly, the
teachers were interviewed on why learners made those errors and what feedback strategies
they suggested for remediating the errors. The findings indicated that the teachers: i) were
generally capable of identifying the errors, ii) struggled to correct the identified errors,
iii) were still working in a summative mind-set, and iv) were insecure about their abilities to
deal with English First Additional Language errors. Therefore, assessment for learning has a
long way to go for the township primary school teachers.
|
5 |
'Learning to teach' : developmental teaching patterns of student teachers.Rusznyak, Leanne 06 January 2009 (has links)
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.
|
6 |
Scaffolded Growth of Knowledge Using Distributed Collaborative Learning Tools in Preservice Teacher EducationMcDougall, Mathew Jon January 2005 (has links)
The Education Faculties within the universities are looking to meet the needs of their learners more completely. Teaching and learning strategies are being adopted to make educational provision more flexible by using computer supported collaborative learning environments. However, research has shown that in preservice teacher programs, many teachers do not have a complete knowledge of subject-matter or pedagogical content knowledge. This study investigated how a lesson-planning task within the context of a computer supported collaborative learning environment can facilitate the growth of teacher knowledge, specifically subject-matter knowledge and pedagogical content knowledge about the teaching of ratio and fraction. The findings from this research showed that using a lesson-planning task facilitated the development of teacher knowledge, specifically subject-matter knowledge and pedagogical content knowledge. Within the computer supported collaborative learning community, the preservice teachers were able to articulate their current understandings and re-define their knowledge of fraction and ratio. The thesis concludes with a conceptual framework and some specific guidelines for the design of a scaffolded computer-mediated community and discusses implications for the design of future collaborative learning environments.
|
7 |
The influence of an in-service training Programme on Libyan biology teachers' Pedagogical content knowledge (pck)Tarek Abdalla January 2020 (has links)
Philosophiae Doctor - PhD / Libya, as one of the third world countries, is struggling to address the issue of transformation and
various institutional reforms (including the education system). For example, it has been observed
that many biology teachers are faced with challenges relating to both subject matter knowledge
(SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that
biology teachers demonstrate professional efficacy in their work regardless of the challenges they
face. In light of this, a group of Libyan secondary school biology teachers was investigated in
Tripoli through a participatory action research process. The study was underpinned by the Shulman
theory of PCK using a mixed-methods design to generate an understanding of the theory of basic
knowledge of teaching.
|
8 |
A Study On Pre-service Elementary Mathematics Teachers& / #8217 / Subject Matter Knowledge And Pedagogical Content Knowledge Regarding The Multiplication And Division Of FractionsIsiksal, Mine 01 June 2006 (has links) (PDF)
The purpose of this study was to examine pre-service mathematics teachers& / #8217 / subject matter knowledge, pedagogical content knowledge, and the relationships between the two on multiplication and division of fractions. For this purpose, pre-service teachers& / #8217 / understanding of key facts, concepts, principles, and proofs, their knowledge on common (mis)conceptions and difficulties held by the elementary students, their strategies of teaching these concepts, and representations they use to reason their understanding on multiplication and division of fractions were examined.
Qualitative case study was performed where / data was collected from the pre-service teachers at the end of the spring semester of 2004-2005. Pre-service teachers were senior students enrolled in a teacher education program at a public university.
Results revealed that pre-service teachers could easily symbolize and solve the basic questions on multiplication and division of fractions. However, in terms of pre-service teachers& / #8217 / interpretation and reasoning of key facts and principles on multiplication and division of fractions, their subject matter knowledge could not be regarded as conceptually deep. Furthermore, although pre-service teachers have strong belief that they should teach multiplication and division of fractions conceptually, where the logical background of the operations is explained, they do not have sufficient knowledge to represent and explain these topics and relationships conceptually.
|
9 |
Ämnes- och ämnesdidaktisk kunskap i förskolan : en webbenkätundersökning av pedagogers självskattningar / Content- and pedagogical content knowledge in preschool : a web survey of preschool staff’s self-reported knowledgeHolm, Anna-Karin, Larsson, Louise January 2017 (has links)
Innehållet i förskolans läroplan medför att de som arbetar med den behöver kunskaper inom många olika ämnesområden. Syftet med studien var därför att få mer kunskap om pedagogers egenupplevda ämnes- och ämnesdidaktiska kunskaper, utifrån angivna mål och riktlinjer i Läroplan för förskolan. Till det användes webbenkät som metod. Efter bearbetning omfattade studiens material 160 webbenkätsvar. Ämnet som då skattades högst var språk/kommunikation och ämnet som skattades lägst var fysik. I tillägg till det framkom att drygt 50 av respondenterna, vid planerade pedagogiska aktiviteter, använde sig av olika didaktiska strategier beroende på hur de skattade sin ämneskunskap. Till skillnad från högt skattade ämnen tenderade de nämligen att, vid arbete med lågt skattade ämnen, förbise samspel och att ha barns intresse/behov som utgångspunkter i verksamheten.
|
10 |
Mathematics Teaching Assistants' Reflections on Their First Year TeachingCardoso, Alexandre Miranda 02 July 2014 (has links)
No description available.
|
Page generated in 0.059 seconds