Sentences with phrase «developed pedagogical knowledge»
Although not categorized in the data, many teachers also developed pedagogical knowledge as a result of work on the counterfeit coin problem.
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«Susan's knowledge of pedagogical developments in the area of library research, teaching, and learning is prodigious, and her contagious enthusiasm for developing innovative services has won her fans across campus.
These should include relationships with students, subject matter knowledge and also an understanding of pedagogical processes to develop the understanding that is required.
Head of the School of Education at Curtin University, Lina Pellicone, explains that the new Master of Education degree provides an opportunity for qualified teachers practicing in a range of Educational contexts to enhance their pedagogical and theoretical knowledge and expertise, and to develop some specialized knowledge in an area of choice.
Millersville University in Millersville, Pa., has developed a set of seminars designed to provide students with «pedagogical content knowledge.»
The goal of the Reach Teaching Academy is to improve schools by developing the pedagogical skills and knowledge of early career teachers.
Therefore, after selecting teachers with the appropriate background content and pedagogical content knowledge and skills (addressing weaknesses as necessary), experienced practitioners noted that a preparation program for teacher leaders should develop and strengthen their abilities to serve as leaders.
Melody (first author) developed the new literacies course to accomplish three main objectives: (a) to provide teachers with a scholarly foundation in literacy studies that recognizes how advances in technology influence literacy practices; (b) to support teachers in building their pedagogical knowledge of digital texts and tools as well as social practices influencing composing practices; and (c) to provide teachers with a setting for direct application of the theories and practices discussed in class as they worked with children in a writing camp.
The preservice teachers» decisions primarily reflected either a combination of their developing technological and general pedagogical knowledge (TPK) or the intersection of technological and pedagogical content knowledge (TPACK).
Given the appropriate scaffolding, teachers like Jake and Isabell may develop their self - efficacy in both their technological knowledge and pedagogical practices, resulting in more engaging learning environments for their students.
The link that is at once present and absent is how the United States is to develop an adequate supply of teachers that can master the practices — pedagogical content knowledge, classroom efficiency, and authentic caring — that are described in such loving detail in these two books.
In a follow - up study, Sherin and van Es (2009) identified three primary research agendas for the use of video in supporting teacher learning: increasing pedagogical repertoire, developing content knowledge for teaching, and «learning to notice» important features of classroom interactions.
This finding demonstrates a need for teacher professional development at every educational level (e.g., preservice and in - service) to not only model best practices that employ technology but also seek ways to develop teachers» technological pedagogical content knowledge (TPCK, or technology, pedagogy, and content knowledge [TPACK]-RRB-.
It requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students» prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.
Lastly, the need to work effectively with technology as English teachers supports efforts to develop preservice teachers» technological pedagogical content knowledge during university preparation.
Has deep knowledge of the most effective pedagogical approaches and how children and young people develop and learn
Congress should establish within the Elementary and Secondary Education Act a federal definition for a «highly effective teacher» that includes criteria, such as but not limited to knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.
With subject and pedagogical knowledge at its heart, as well as a commitment to ongoing professional learning, the programme promises a challenging and esteemed professional route for those teachers who wish to develop in their career without having to move out of the classroom into management.»
In the Teacher Practice Networks initiative, facilitated by the Center for the Future of Teaching & Learning, districts and outside organizations partner to leverage their combined expertise to develop teacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional learning.
Preservice teachers have the chance to develop technological pedagogical content knowledge, in part, through reflection on the elements of and connections between technology, pedagogy and content.
Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.
States and districts should include multiple measures of performance, including but not limited to input measures such as evidence of a teacher's knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.
A teacher with strong pedagogical knowledge employs effective teaching strategies, creates well - designed lessons plans, applies successful classroom management techniques, and develops an understanding about student learning (Koehler & Mishra, 2008).
This article describes experiences from a professional development project designed to prepare in - service eighth - grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I.
To teach, teachers need to have developed an integrated knowledge structure that incorporates knowledge about subject matter, learners, pedagogy, curriculum, and schools; they need to have developed a pedagogical content knowledge, or PCK, for teaching their subjects.
But for technology to become an integral component or tool for learning the subject, teachers must also develop «an overarching conception of their subject matter with respect to technology and what it means to teach with technology — technology pedagogical content knowledge (TPCK)» (Niess, 2005, p. 510).
Results revealed the need to provide teachers with opportunities to develop and explore an integration of technological, pedagogical, and content knowledge in the teaching and learning of algebra.
They grounded their work in the recognition that they were undertaking a difficult task — educators have yet to develop an instrument accurately measuring pedagogical content knowledge (some even doubt that such a construct exists).
Teachers» pedagogical content knowledge requires time to develop as novice teachers transition into the complex role of teaching (Mullholland & Wallace, 2005).
EDUC285a and EDUC285b are designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject, Secondary English / World Lang.
This course is designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach World Languages to all students.
This article outlines recent changes in a social studies teacher education program and the role Web 2.0 tools played in developing meaningful activities centered on the development of sound technological pedagogical content knowledge (TPCK).
This course is designed to further enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach World Languages to all students.
These sessions may also be used to write or revise curriculum maps and to further develop teachers» math content and pedagogical knowledge.
He utilizes this knowledge as a foundation for training and developing good pedagogical skills amongst his teaching staff.
Meaningful engagement with technology during preparation supports preservice teachers in their efforts to develop the technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]; Mishra & Koehler, 2006) needed to understand «complex relationships between technology, content, and pedagogy and [use] this understanding to develop appropriate, context - specific strategies and representations» (p. 1029) in their future teaching.
developing deep and comprehensive pedagogical knowledge as the foundation for strong instructional leadership.
Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge.
NJ EXCEL's Problem - Based Curriculum Modules are designed to address each of the four leadership areas and develop the leadership, pedagogical and technological knowledge and skills that candidates will apply during structured job - embedded and Internship experiences.
Since Mishra and Koehler's (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed the various paths preservice and in - service teachers can take to develop their knowledge in each of the subdomains.
Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge.
A curriculum - linked professional development approach designed to support middle level science teachers» understandings about tectonics and geospatial pedagogical content knowledge was developed.
Teachers who excel must apply deep content knowledge and specialized pedagogical expertise to maximize student learning by developing curricula, planning lessons, analyzing formative data, adjusting plans in response to outcomes from previous lessons, and using different methods of delivering and structuring lessons.
It has been developed for use by teachers at all levels, aiming at 1) raising awareness of climate change through the role of education, 2) equipping and enhancing teachers with pedagogical skills and knowledge on climate change, and 3) sharing educational materials, ideas and activities in climate change education within the region.