Instructional quality is essential for student learning. Pedagogical Content Knowledge, which is considered the interim between knowledge and pedagogy has been found to have a positive impact on instructional quality and subsequently student achievement. Studies in Pedagogical Content Knowledge have been mainly targeted on mathematics and science, leaving the language education domain underrepresented. From a comparative perspective, this study investigated Greek heritage language teachers ́ Pedagogical Content Knowledge, taking into consideration their teaching experience. Data collected by interviews, undertaken by nine participants, showed that teachers employ their Pedagogical Content Knowledge mostly by adapting the material, instruction, and assessment to the individual needs of the students. The analysis also suggested differences between more and less experienced teachers. More experienced teachers were found to be more comfortable and autonomous in the classroom, while less experienced teachers mentioned feeling insecure and fearing unexpected situations. More experienced teachers also established more advanced Pedagogical Content Knowledge, because of their ability to connect the new information with previous knowledge of the students as well as using personalized assessment for students. The data also showed that heritage language teachers in Sweden face many challenges in their teaching, with heterogeneity in language proficiency being the most persistent. The implications suggested in this study aim to improve heritage language learning and developing a supportive system for teachers and students in order to avoid the language shift that is present threatens the vitality of heritage languages.

The current study investigated the impact of an integrated STEM collaborative approach embedded in a science methods course on early childhood and elementary preservice teachers’ pedagogical content knowledge (PCK) and curricular role identity for teaching science, as well as the potential relationship between these two constructs. Participants were recruited from a group of preservice early childhood and elementary teacher candidates (N = 65) completing an undergraduate teacher education program at a university in the southeastern United States. Using a mixed-methods design, the preservice teachers’ pedagogical content knowledge and curricular role identity were assessed using concept maps and a curricular role identity for teaching science survey (Forbes & Davis, 2008) at the beginning and end of the semester. Semi-structured interviews were conducted after the semester to collect qualitative data to clarify and explain the quantitative results. Findings suggested that the integrated STEM collaborative approach led to a significant increase in preservice teachers’ PCK and curricular role identity for teaching science over the semester. The significant increase was found in both early childhood and elementary education preservice teachers, with little to no departmental difference. There was no statistically significant relationship between the preservice teachers’ PCK and curricular role identity. Preservice teachers in this study found that examining science standards, unit planning, microteaching, and connecting with other teachers were beneficial for their development of PCK and curricular role identity for teaching science. This study affirms the collaboration among university faculty and preservice and in-service teachers. Implications and suggestions for future research are included.

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As a concept that represents teacher professionalism and expertise, pedagogical content knowledge (PCK) has received extensive research attention since the mid-1980s. PCK refers to the blending of content and pedagogy into an understanding of how particular aspects of subject matter are organized, adapted, and represented for instruction (Shulman, 1987). Recent studies have shown that PCK impacts instruction quality and student learning (Beyer & Davis, 2012). Nevertheless, in the field of English language teaching (ELT), PCK remains unnoticed by many language teachers (Kind & Chan, 2019). PCK pertaining to speaking instruction is even more underrepresented. Meanwhile, English teaching in mainland China has undergone reforms aimed at promoting students' oral proficiency, but many problems still exist. Most studies have explored teaching methodologies, learning strategies, and the assessment of speaking. However, there is not much research on improving teaching effectiveness from the perspective of teachers' PCK. This qualitative multiple case study examines teachers' PCK from the perspective of teaching English speaking over a two-year period. Purposeful sampling was employed, and five EFL instructors were the key informants. The instructors worked in different universities in mainland China and taught various levels of speaking courses. The data include classroom observations, teacher interviews, student interviews, reflection journals from the teachers, and various course syllabuses. The study findings emphasize the contents and features of EFL teachers' PCK in a more systematic way and show that teachers' PCK comprises six components: knowledge of features of curriculum, pedagogy, learners' challenges, language enhancement, course evaluation, and the educational context. Each category contains a variety of subcategories. Two paths are revealed for the development of PCK: one path is for teachers to develop their PCK by studying the relevant literature and then transform that knowledge into students' comprehensible knowledge based on students' understanding; another path is for teachers to transfer or adjust PCK from other courses or people to their own instruction and then develop PCK through evaluation and reflection. The study also shows that based on three developmental models (the trial-based approach, top-down approach, and inquiry-based approach), the teacher participants advanced in three aspects: spiritual enrichment, renewed teacher roles, and philosophical inquiry. In addition, in this study, PCK is proven to be dynamic, personal, and transformative rather than static, canonical, and integrative. Theoretically, this study proposes a comprehensive framework of PCK components and development for speaking instructors and underscores the concept of meta-representations. It adds to the literature on EFL teachers' cognition in the Chinese context, thus broadening and enriching the research on EFL teachers' PCK in the educational field. Practically, the study highlights the importance of appropriating the educational context, establishing teacher beliefs and philosophy, and improving teachers' critical literacy as well as their language competency. The findings can also enhance teacher educators' and policy-makers'awareness of specific subject matter and deepen their understanding of speaking instruction. The findings shed light on how to improve overall EFL speaking pedagogy, empower EFL teachers, and facilitate their professional development within the context of English curriculum reform. Limitations of the study lie in its restricted timeframe, limited resources, and sampling size. Future research directions could be to conduct a longitudinal study with more participants or to develop and quantify PCK measurements.

As a concept that represents teacher professionalism and expertise, pedagogical content knowledge (PCK) has received extensive research attention since the mid-1980s. PCK refers to the blending of content and pedagogy into an understanding of how particular aspects of subject matter are organized, adapted, and represented for instruction (Shulman, 1987). Recent studies have shown that PCK impacts instruction quality and student learning (Beyer & Davis, 2012). Nevertheless, in the field of English language teaching (ELT), PCK remains unnoticed by many language teachers (Kind & Chan, 2019). PCK pertaining to speaking instruction is even more underrepresented. Meanwhile, English teaching in mainland China has undergone reforms aimed at promoting students' oral proficiency, but many problems still exist. Most studies have explored teaching methodologies, learning strategies, and the assessment of speaking. However, there is not much research on improving teaching effectiveness from the perspective of teachers' PCK. This qualitative multiple case study examines teachers' PCK from the perspective of teaching English speaking over a two-year period. Purposeful sampling was employed, and five EFL instructors were the key informants. The instructors worked in different universities in mainland China and taught various levels of speaking courses. The data include classroom observations, teacher interviews, student interviews, reflection journals from the teachers, and various course syllabuses. The study findings emphasize the contents and features of EFL teachers' PCK in a more systematic way and show that teachers' PCK comprises six components: knowledge of features of curriculum, pedagogy, learners' challenges, language enhancement, course evaluation, and the educational context. Each category contains a variety of subcategories. Two paths are revealed for the development of PCK: one path is for teachers to develop their PCK by studying the relevant literature and then transform that knowledge into students' comprehensible knowledge based on students' understanding; another path is for teachers to transfer or adjust PCK from other courses or people to their own instruction and then develop PCK through evaluation and reflection. The study also shows that based on three developmental models (the trial-based approach, top-down approach, and inquiry-based approach), the teacher participants advanced in three aspects: spiritual enrichment, renewed teacher roles, and philosophical inquiry. In addition, in this study, PCK is proven to be dynamic, personal, and transformative rather than static, canonical, and integrative. Theoretically, this study proposes a comprehensive framework of PCK components and development for speaking instructors and underscores the concept of meta-representations. It adds to the literature on EFL teachers' cognition in the Chinese context, thus broadening and enriching the research on EFL teachers' PCK in the educational field. Practically, the study highlights the importance of appropriating the educational context, establishing teacher beliefs and philosophy, and improving teachers' critical literacy as well as their language competency. The findings can also enhance teacher educators' and policy-makers'awareness of specific subject matter and deepen their understanding of speaking instruction. The findings shed light on how to improve overall EFL speaking pedagogy, empower EFL teachers, and facilitate their professional development within the context of English curriculum reform. Limitations of the study lie in its restricted timeframe, limited resources, and sampling size. Future research directions could be to conduct a longitudinal study with more participants or to develop and quantify PCK measurements.

Despite the national trend of assessments for gauging student mastery of prescribed curriculum standards which has placed assessment preparation at the forefront of classroom practices, teachers at a midwestern school promoting personalized learning for students, demonstrated inconsistency in implementation among content areas. An explanatory sequential mixed-methods study based on expectancy-value theory was used to define the challenges that arise as teachers implemented personalized learning in their content area. The research questions addressed the implementation of 5 personalized learning elements in secondary content areas, how teachers implement each element, and teachers' challenges in implementing personalized learning in their classroom. The quantitative research component utilized ANOVA and Tukey post hoc tests to analyze 182 secondary teacher responses to a strategic plan survey regarding the frequency at which personalized learning elements were used in instruction. Statistically significant differences were found for 3 elements: knowing your learners, student voice and choice, and technology integration. A maximum variation sample was used to select 8 participants from diverse content areas for the qualitative data collection. Emerging themes on personalized learning implementation were extracted from classroom observation and interview data using descriptive coding, and then validated through member checking. Results indicated that teachers seek more training on personalized learning elements, content area learning, and time to plan personalized instruction. If teachers' ability to deliver personalized learning in their content areas improved, students would receive higher quality instruction resulting in increased academic achievement.

This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher created lesson plan outlines, observations of the same lesson delivered to two different classes, participant interviews, and teacher reflection journals. The researcher reviewed the lesson plan outlines prior to observations to understand teachers’ anticipations. During observations, the researcher recorded observed pivotal teaching moments, corresponding teacher responses to these moments, and instructional changes between the two observed lessons. Interviews allowed the researcher to identify in-the-moment teacher thinking and teachers’ motivations for their responses. Teacher reflection journals provided insights related to teachers’ classroom actions and learning. The results confirmed and built upon existing classifications of pivotal teaching moments and teachers’ responses, while also identifying seven themes related to teacher motivations for their responses. Teachers’ perceptions of changes in their own knowledge base occurred for their content knowledge as well as their pedagogical content knowledge. Future research should explore how pivotal teaching moments are created, how teacher-student interactions shape teacher knowledge development, and examine the role of teachers’ reflections about their practice in their knowledge development

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第20124号 / 教博第201号 / 新制||教||166(附属図書館) / 京都大学大学院教育学研究科教育科学専攻 / (主査)准教授 田口 真奈, 教授 松下 佳代, 教授 飯吉 透 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

A research report submitted to the Faculty of Science, School of Education, University of the Witwatersrand, Johannesburg, South Africa, in partial fulfilment of the award of Master of Science (MSc.) in Science Education May, 2016 / There have been indications of inadequate content knowledge of South African physical science teachers and poor pedagogical content knowledge in making the concepts accessible to students. With this, the pre-service teachers are considered a part of the science education foremost links to schools and young science learners. Empirically, it has been reported that this unique teacher knowledge could be developed particularly in pre-service teachers in a planning context and that the new technique of developing pre-service teachers’ PCK within a topic helps in their good mastery of teaching concepts and thus making them specialists in topics. The Topic Specific PCK (TSPCK) construct focuses on the transformation of the understanding of content of a particular topic. This study investigated the extent to which focus on kinematics improves pre-service teachers’ PCK in the topic and possible transferability of the learnt pedagogical competence to a new physics topic – electric circuits. Guiding this study were two research questions: What is the impact of the intervention on the quality of pre-service teachers’ Topic Specific PCK in Kinematics? To what extent is the preservice teachers’ learnt pedagogical transformation competence transferrable to their planning of a new topic in physics topic – Electric circuits? This study used mixed methods to investigate TSPCK in pre-service teachers. It was located in the methodology class of Twenty-three (23) 4th year physical science majors. The study included an intervention where the theoretical framework for TSPCK was used to introduce the construct in Kinematics. The intervention explains each of the five components of Topic Specific PCK using the knowledge concepts of Kinematics. Data were collected using three instruments: an instrument measuring content knowledge in kinematics; an instrument measuring the quality of Topic Specific PCK in kinematics administered as a set of pre/post intervention tests; and an instrument measuring transferability of learnt competence in planning for teaching a new topic electricity. The pre-service teachers’ written responses to the TSPCK kinematics tool were analyzed qualitatively and quantitatively. Both methods of analysis revealed that the pre-service teachers improved in their quality of TSPCK in kinematics following the intervention. It was also found out that the pre-service teachers’ improvement in the quality of TSPCK in kinematics was as result of rigorous engagement with the TSPCK components at varying degrees. Similarly, on the topic of transfer, electricity which was not discussed during the intervention, TSPCK tool in electric circuits was administered to the pre-service teachers and few records of their actual classroom teaching were analyzed. This was done to examine possible transferability of learnt pedagogical transformation competence to the new physics topic of electricity. The findings revealed that the pre-service teachers had ‘developing level’ of TSPCK in the topic of transfer similar to the finding in the topic of kinematics. The study demonstrated that focus on a single topic in a methodology course will enable transfer to another topic provided the teachers have the pre-requisite content knowledge. The findings of this study would contribute to the training of the Physical science student teachers and specifically improve their planning of other physics topics to enhance effective teaching and learning process.

Förekomsten av sociala medier och den stora mängden digital information som människor kommer i kontakt med kräver digital källkritisk kompetens så att informationen kan granskas och värderas. Bristfällig digital källkritisk kompetens bland människor kan få negativa konsekvenser både för individer och för samhället som helhet eftersom det riskerar leda till att människor fattar beslut på bristfälliga grunder. Skolan är en arena där elever kan utveckla digital källkritisk kompetens och därför är det viktigt att lärare som ansvarar för utbildningen själva behärskar digital källkritik.Examensarbetets syfte är därför dels att undersöka verksamma samhällskunskapslärares (i årskurserna 1–3) digitala källkritiska kompetens, dels att undersöka samt kartlägga lärares undervisning inom digital källkritik, samt ämnesinnehållets relation till kursplanen i samhällskunskap.Undersökningen baseras på intervjuer med sex verksamma samhällskunskapslärares muntliga beskrivningar gällande deras digitala källkritiska kompetens och gällande hur de arbetar med digital källkritik i undervisning. Lärarnas utsagor har analyserats utifrån begreppet pedagogical content knowledge (PCK), samt utifrån vidareutvecklingen till begreppet technological pedagogical and content knowledge (TPACK), som inkluderar ämneskunskaper, pedagogiska kunskaper och tekniska kunskaper.Resultatet visar att lärarna i studien generellt sett verkar ha bristfällig digital källkritisk kompetens och upplever att de är i behov av kompetensutveckling. En slutsats är att detta kan få negativa konsekvenser för undervisningens innehåll och metodval, vilket i sin tur kan ha negativ inverkan på elevernas kunskapsinhämtning och framtida kunskaper. Ytterligare en slutsats är att bristfällig digital källkritisk kompetens kan få allvarliga följder för demokratin eftersom det riskerar leda till att människor fattar beslut på bristfällig information.