In the Teaching Principle (National Council of Teachers of Mathematics [NCTM], 2000), it explained that development and utilization of pedagogical content knowledge required teachers to continually increase their knowledges of mathematics content and pedagogy. This study researched the amalgamation of multi-faceted factors and inter-relatedness of pedagogical content knowledge (PCK), content knowledge for teaching mathematics (CKTM), and mentoring support perceptions throughout elementary and middle level student teachers’ and interns’ initial full-time teaching experiences. In the first article 13 elementary and seven middle grade student teachers’ are examined based on differences between pedagogical content knowledge and content knowledge for teaching mathematics. Standardized difference scores were calculated and compared using multivariate contrasts on certification level. Results showed statistically significant differences (p < .01) on all three CKTM domains but no statistically significant differences were found on any of the five Classroom Observation and Assessment for Teachers (COPAT) domains. Both groups had the highest mean difference in the CKTM number/concept domain. COPAT results showed middle grade level pre-service teachers primarily had all positive mean differences, in comparison to the elementary level pre-service teachers, which had all negative mean differences. In the second article the mathematics mentoring support perceptions of 11 first year teachers who participated in a year-long urban internship program were examined. Semi-structured interviews revealed that district and grade level campus mentors provided the most mathematics instruction and pedagogically-based support to both groups of interns. Middle school level interns relied more on their team of mathematics teachers and elementary level interns received more mathematical content support from their district mentor than did middle level interns. Pedagogical support was greatest in the areas of lesson design and implementation of classroom management strategies. In the third article 14 elementary and six middle level student teachers were observed and interviewed on general and content-specific pedagogical skills and perceptions. Results indicated both groups of student teachers perceived themselves as most competent in having lesson plans ready, routines evident, and utilizing studentcentered instruction. Conversely, both groups felt least competent in getting students on task quickly, using a variety of teaching strategies, using critical thinking skills, and handling inappropriate behavior effectively.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 2, 2010). Includes bibliographical references (p. 341-357).

Title from title page of PDF (University of Missouri--St. Louis, viewed March 2, 2010). Includes bibliographical references (p. 265-274).

Lesson study professional development, LSPD, is a technique during which teachers work collaboratively to create, implement, revise, and reflect on a specific lesson (Fernandez, 2002). This research proposed that using LSPD on integrating technology into teaching would provide teachers a collaborative and safe way to explore technology use in their classrooms. Technology adoption is not a single occurrence, but a process that takes time (Fullan, 2007; Roger, 2003). Unlike traditional forms of training, LSPD provides sustained support and a way to test technologies in low stakes situations through collaboration and observation. Both of these aspects, experimentation and observation, are important in the adoption of technology (Rogers, 2003). This study was aimed at understanding how teachers in a technology-infused LSPD change their beliefs and practices over time. Research questions included the following: a) how would teachers in a technology-infused LSPD develop their attitudes toward technology and in their technological pedagogical content knowledge (TPACK)?, b) how would teachers in a technology-infused LSPD change their lesson planning and teaching behaviors?, and c) would certain features of the group play a role in the teachers’ development? To address these questions, the study took qualitative approach to understanding teachers’ experiences during the lesson study process. Using interview transcripts, lesson plans, group meeting transcripts, and field notes, group cases were compiled to examine the experiences of the groups. Although three groups of teachers were followed during the semester, only one team was able to plan, teach, and re-teach a lesson. The LSPD process was disrupted by several factors independent of the lesson study model and more related to mandated testing and its results at the individual school level. The focus of the study shifted to describing the factors that contributed to and interfered with the carefully planned professional development model. The findings in this study can help us better understand the impact and intricacies of LSPD. / text

The purpose of this study was to determine whether a professional development (PD) for teachers focused on improving teacher pedagogical content knowledge (PCK) related to operations with integers would improve teacher PCK and if there was a relationship between their level of PCK and the change in the understanding of their students as measured by pre- and posttest of teacher and student knowledge. The study was conducted summer 2010 in a large urban school district on two campuses providing a district funded annual summer intervention, called Jumpstart. This program was for grade 8 students who did not pass the state assessment (Texas Assessment of Knowledge and Skills), but would be promoted to high school in the Fall 2010 due to a decision made by the Grade Placement Committee. The Jumpstart program involved 22 teachers and 341 students. For purposes of this study, changes were made to the PD and typical curriculum for a unit on integer operations to promote teacher and student conceptual understanding through a process of mathematical discussion called argumentation. The teachers and students explored a comprehensive representation for integer operations called a vector number line model using the Texas Instruments TI-73 calculator Numln application. During PD, teachers engaged in argumentation to make claims about strategies to use to understand integer operations and to explain their understanding of how different representations are connected. The results showed statistically significant growth in teacher PCK following the professional development and statistically significant growth in student understanding from pre- to posttest compared to the students who participated in the program the previous year. The findings also showed that there was a statistically significant association between teacher posttest PCK and student improvement in understanding even when controlling for years of teaching experience, teacher pretest knowledge, and student pretest score. This adds to the research base additional evidence that professional development focused on teacher pedagogical content knowledge can have a positive effect on student achievement, even with just a short period of PD (6 hours in this case). / text

The aim of this study was to examine first year teachers' experiences incorporating instructional technology into their teaching through the lens of Technology-Pedagogical Content Knowledge. Technology-Pedagogical Content Knowledge is a fairly new concept drawn from the concept of Pedagogical Content Knowledge, originating with Shulman. Participating teachers were graduates of a Southwestern University's College of Education laptop initiative that required all College of Education students to purchase a laptop. The laptop was used throughout their pre-service teaching course work. The first graduating cohort of this initiative was surveyed during their first full year of teaching. Ten of those surveyed then participated in interviews and journal writing related to their technology integration experiences. Results indicated that for the most part these new teachers are not facing access and support related barriers to technology use, though time constraints are still an issue. Results also indicated that the teachers are using technology in their instructional activities, and are continuing to grow in their technology integration skills. The basis in technology use from their College of Education combined with the technology-supportive school atmosphere in which they teach appears to be an environment that is fostering teachers who are willing to experiment with technology integration and are planning how to integrate it more in the coming school year. Their understanding of the connections between technology, content and pedagogy, their t-PCK, are developing and transforming. Impact on the field includes a greater understanding of how teachers come to design lessons for technology integration as well as a greater understanding of how graduates from teacher preparation programs with an emphasis on technology integration are able to apply their skills upon entering the teaching field. / text

Dance faculty in higher education have various backgrounds and training ranging from professional dance careers to doctoral degrees in dance. This study sought to examine the ways background and training impact faculty members‟ pedagogical approach to a dance technique class in a higher education dance department. This study examined the pedagogical knowledge, content knowledge, and pedagogical content knowledge of participants through qualitative methods including interviews, observations, and document analysis. Six major themes emerged from the data: desire to teach, teaching focus, challenging students, planning and preparation, instructional methods, and assessment strategies.

Denna uppsats, Läraren och den praktiska verkligheten, handlar om hur lärare gör för att omforma sina ämneskunskaper till ämnesdidaktiska, vilka metoder de använder i undervisningen för att medvetandegöra elevernas inlärning, samt hur lärarna gör för att utmana och inspirera elevernas lärande och kunskapsutveckling. Teorierna som använts i studien är läranderum, proximala utvecklingszonen, autonomous learning, learning to learn och pedagogical content knowledge, vilka även ligger till grund för den analyserande delen. Resultaten i studien visar att en fungerande gruppdynamik är avgörande för en god arbetsmiljö, en ständig dialog utifrån elevens perspektiv bör föras för att skapa medvetenhet hos eleven gällande lärprocessen. Utveckling av självständigt lärande sker genom tydlig kommunikation mellan lärare och elever, det vill säga att läraren är tydlig med anledningen till arbetsområdet, informationen kring anvisningarna, samt finns som en tydlig vägledare för att guida eleven genom ämnet. Vidare handlar omformning av ämneskunskaper för lärare i praktiken om att reflektera, utvärdera och utveckla planeringen och den genomförda undervisningen.

Vilken kunskap krävs för att en lärare skall kunna undervisa ett innehåll på ett sätt så att eleverna både inspireras och förstår? Denna uppsats studerar elevers upplevelser av ett specifikt fenomen, dvs. lärares ämnesdidaktiska kunskap. Många forskare har försökt att besvara denna komplexa fråga. Shulman (1986, 1987) myntade begreppet Pedagogical Content Knowledge (PCK). Det är den egenskap som läraren besitter, en särskilt unik kunskap, som främjar elevers lärande. Det finns mycket forskning ur lärarens perspektiv, däremot saknas en del i PCK och det är elevernas röster. Syftet med studien är att ta det ett steg längre och låta elevernas röster vara de som är betydelsefulla för att beskriva den unika kunskapsbas som en lärare besitter. Jag har använt mig av Video Stimulated Reflection (VSR) och video-clubs tillsammans med 12 elever där eleverna kollaborativt fått identifiera kritiska händelser i lärarens undervisning som de anser vara särskilt betydelsefulla för deras lärande. Resultatet i studien visar att när ett lärande sker, är det många faktorer som spelar roll. Eleverna lyfter vissa egenskaper som gynnar deras lärande, en av dem var lärarens ämnesdidaktiska kunskap, en annan är när läraren använder sig av analogier och metaforer. Men oavsett hur forskare och lärare identifierar PCK är det ändå eleverna som borde vara experter på att uttrycka vad som gör det lätt respektive svårt att lära.

Thesis (M.S.)--Miami University, Dept. of Chemistry and Biochemistry, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 115-118).