Search results for "content knowledge"
showing 10 items of 35 documents
Evaluating and developing teacher instructional practices in economics using a new video-based test
2022
Abstract Teachers’ instructional practices are important for student learning. However, there are few tools for evaluating instructional practices in social studies. To this end, we present a video-based instrument with teacher-student interactions for assessing teaching practices in a high school economics course. We investigate, using an iterative design-based methodology, the adaptation and validation of a test originally developed in Germany for use in the United States. We found that experienced economics teachers and those with more content knowledge demonstrated higher-level instructional skills, and were more flexibile with their thinking. Inexperienced economics teachers and those …
Comparing the Effect Size of School Level Support on Teachers’ Technology Integration
2020
Teachers are expected to lead the innovative use of Information Communication and Technology (ICT) at the classroom level of context. However, research literature shows that a number of factors influence their ICT pedagogical practices. Therefore, the present study investigates the influence of school level support on teacher educators’ technology integration. A mixed method is used to collect data through three focused interviews (N = 19) and self-completion survey (N = 136). The data collected is analysed both qualitatively and quantitatively. The result shows support for the model hypothesized and suggests that the ICT pedagogical practices of the teacher educators do not predict their t…
La geografía escolar: deseos institucionales y vivencias de aula
2018
School geography embodies the attempt of political and academic institutions of systematizing geographical content knowledge: to transform geography in a learning object for the population. The purpose of this article is to highlight the existing differences and similarities in the analysis of school geography. On the one hand, we refer to the curricular framework and to the education system. On the other hand, we deal with the inherent problems of geography teaching in childhood, primary and secondary education. In these contexts, geography contents aim to convey the description of the environment to students that tend to distrust canonical academic discourse, as they consider it to be bey…
Tendencias actuales en la formación del profesorado de ciencias
2021
In the last few years, there has been a significant growth of interest in science teacher education. An analysis of recent science teacher education research is offered in this paper. This study answers the major question: What does research tell us about the recent trends in teacher preparation? We are beginning to understand that in the in-service or pre-service training is it very important to know the effects of: a) a limited content knowledge, b) the «commonsense» conceptions, behaviors and attitudes about different aspects of science teaching; c) the need of integration «knowledge -practice» in programs of teacher education and that; d) theses obstacles to didactic knowledge adquisiti…
Museum behind the scenes–an inquiry-based learning unit with biological collections in the classroom
2016
AbstractThe aim of this study was to design and evaluate an inquiry- and activity-based learning unit for the classroom that uses biological collections to teach key evolutionary concepts and to support the understanding and appreciation of the work of a museum. The unit consisted of three parts that focused on the most important tasks of museums: collecting and conserving, researching and exhibiting. The students created their own collection, performed research surrounding it and then designed an exhibition. Seventy-six secondary sixth- and seventh-grade students participated in the testing of the prototype unit. For evaluation, we carried out a pre-/post-test design using a questionnaire …
Live, Laugh and Love to Learn Turning Learning from Traditional to Transformational
2015
In recent years, educators and policy makers have been focusing on student achievement and well-being. After the great Pisa -success and glory, Finnish researchers have risen up discussion about future skills, school activity and motivation – fields where Finnish students haven’t indicated so well. Quickly changing 21st century challenges teachers to see life outside the school and recognize not only the core subjects but also the key skills needed outside there. When transferring from traditional to transformational education, one has to imagine new ways to think about teaching and learning. The research project, introduced in this article, focuses on transformational pedagogic and the que…
Conocimiento pedagógico del contenido para la enseñanza del tema mitosis: un estudio de casos con docentes universitarios de Argentina
2015
The pedagogical content knowledge (PCK) for teaching mitosis at university isan unexplored field. We report the characterization of university teachers’ PCK on mitosisemploying the Content Representation questionnaire (CoRe) and Professional and Pedagogicalexperience Repertoire (PaP-eR). The differences found in the teachers’ CDC are consistent withthe characteristics of this construct: it is specific to a topic, a teacher and a context. The PCKdevelopment of university teachers in the context of teaching centered on the transmissionof knowledge emerges as a possible strategy to reorient the teaching of mitosis to approachesbased on the construction of scaffoldings that facilitate student l…
Learning complex analysis in different branches – Project Spotlight-Y for future teachers
2018
International audience; At the University of Bremen in teaching complex analysis, we split the last part of the lecture into two branches according to profession: While future mathematicians deepen their understanding in a branch for them, future teachers take a branch of the lecture where they prepare a task with dynamical geometry software for pupils which is based on phenomena of complex analysis. Here, we describe the design of the course, some general aims and first results obtained from the branch for future teachers.
Automated scoring of teachers’ pedagogical content knowledge : a comparison between human and machine scoring
2020
To validly assess teachers’ pedagogical content knowledge (PCK), performance-based tasks with open-response formats are required. Automated scoring is considered an appropriate approach to reduce the resource-intensity of human scoring and to achieve more consistent scoring results than human raters. The focus is on the comparability of human and automated scoring of PCK for economics teachers. The answers of (prospective) teachers (N = 852) to six open-response tasks from a standardized and validated test were scored by two trained human raters and the engine “Educational SCoRIng Toolkit” (ESCRITO). The average agreement between human and computer ratings, κw = 0.66, suggests a convergent …
Influencia de la formación y la investigación didáctica del profesorado de ciencias sobre su práctica docente
2021
Este trabajo analiza las relaciones entre la formación, la investigación en didáctica y la práctica docente del profesorado de ciencias de secundaria. La muestra no probabilística está formada por 55 profesores de secundaria. La metodología elegida es de tipo mixto (cuantitativo-cualitativo) y utiliza tres instrumentos complementarios: un cuestionario, un protocolo de observación en el aula y una entrevista. Los resultados de los cuestionarios muestran dos tipos de formación en didáctica de las ciencias: activa y estándar. Las observaciones y las entrevistas ponen de manifiesto la existencia de dos tipologías docentes con grandes diferencias entre ellas en lo referente a estrategias de ense…