Sentences with phrase «pedagogical content knowledge for»

Pedagogical Content Knowledge for Preschool Mathematics: Construct Validity of a New Teacher Interview

Although more current data are not available, Stein, Stuen, Carnine, and Long (2001) estimated that «textbooks serve as the basis for 75 to 90 % of classroom instruction» (p. 6), even though pedagogical content knowledge for teaching now would include the ideas of appraising, selecting, and modifying textbooks (as recommended by Ball, 2000).

A study in contrast: Sources of pedagogical content knowledge for secondary English.

The Handbook of Technological Pedagogical Content Knowledge for Educators published in 2008 provides an instance of this kind of collaborative activity.

Not exact matches

It also requires expert pedagogical content knowledge — a deep understanding of how students learn subjects, including an understanding of common learning progressions and sequences; an understanding of how learning builds onto prior learning and lays the foundations for future learning; the role of prerequisites; and an understanding of common student errors and the misunderstandings that underpin them.

Sandy Heldsinger: Assessment makes heavy demands on teachers» content and pedagogical knowledge and, for this reason, it is hard.

While the Technological Pedagogical Content Knowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum — across the contentContent Knowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum — across the conteKnowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum — across the conteknowledge and skills to overcome obstacles when integrating technology into their curriculum — across the contentcontent areas.

The International Association for the Evaluation of Educational Achievement's Teacher and Development Mathematics Study (TEDS), conducted in 16 countries, ranked Chile next to last in mathematics content and pedagogical knowledge, below Botswana.

Pedagogical content knowledge: knowledge about what specific techniques are best for conveying one's particular content; knowledge of likely mistakes and misunderstandings that students will have, and how best to diagnose and address them.

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.

The concept of technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]-RRB- provides a theoretical frame for doing just that (Mishra & Koehler, 2006)-- as long as TPACK is not used by teacher educators and researchers as a simple static and myopic evaluative lens that fails to pay attention to the range of contexts that teachers work within.

As a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledge.

Hill, Ball and Brian Rowan find only modest links between measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achievement.

The teacher's demonstrated pedagogical skills, including at least a special determination concerning the teacher's knowledge of his or her subject area and the ability to impart that knowledge through planning, delivering rigorous content, checking for and building higher - level understanding, differentiating, and managing a classroom; and consistent preparation to maximize instructional time.

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.

, The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 129 - 144).

The district only has about 16 hours a year set aside for development, which includes state mandates, pedagogical training and content knowledge, Stone said.

Technological pedagogical content knowledge: A framework for teacher knowledge.

Investigating associations among professional development, mathematical knowledge for teaching, and pedagogical content beliefs.

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-.

The researchers determined that the strongest influences on how the teachers used the digital primary sources and technology centered on their own beliefs, the «purpose for teaching» (p. 159), and their level of «pedagogical content knowledge» (p. 163).

Shulman's (1987) original formulation of «pedagogical content knowledge» is still being debated, revised, and extended (Hill et al., 2008), so formulations of TPACK will likely remain in flux for some time.

The rapid expansion of available technological tools has prompted scholarly discourse about how Shulman's (1987) construct of pedagogical content knowledge might be built upon to help describe the sort of knowledge teachers need for teaching with technology.

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.

ELA Content Knowledge and Pedagogical Content Knowledge, including a deep understanding of College and Career Ready Standards, and high quality curricular resources for Math (e.g. Eureka)

This approach takes into account that many school districts provide classroom teachers with limited face - to - face professional development time to learn new content knowledge and pedagogical approaches for teaching with geospatial technologies.

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.

Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers» development of this portion of the knowledge base for teaching.

Perhaps more importantly, the HI FIVES professional development and project as a whole centered around fostering teacher creation of SEGs for implementation in their classrooms, which both afforded opportunity for TPACK improvement and encouraged teachers to embed their current content and pedagogical knowledge within the games they would later implement in their classroom.

In this way, experimenting with geospatial technologies during teacher education addresses the development of teacher candidates» pedagogical content knowledge (Shulman, 1987) by contributing to their «understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction» (p. 8).

Shulman (1987) defined seven knowledge bases for teachers: content knowledge, general pedagogical knowledge, curriculum knowledge, pedagogical content knowledge (PCK), knowledge of learners and their characteristics, knowledge of educational context, and knowledge of educational ends, goals, and values.

It requires the development of a mix of subject matter content knowledge, knowledge of various means for how students learn that content, and pedagogical knowledge regarding ways to teach the subject matter content.

It is a resource for enhancing teachers» pedagogical and content knowledge!»

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).

The challenge for mathematics teacher educators is to identify teacher preparation and professional development programs that lead toward the development of technology pedagogical content knowledge (TPCK).

Much of the literature on teacher preparation for successful integration of technology into classrooms has focused on enhancing technological, pedagogical, and content knowledge (Clark, Zhang, & Strudler, 2015; Mishra & Koehler, 2006), and slow and ineffective technology implementation has often been attributed to a lack thereof.

Research suggests that multiple types of knowledge — content knowledge, pedagogical knowledge, and knowledge about human development — are crucial for understanding how to teach well.

All candidates seeking certification in Adolescence to Young Adult are required to take and pass the OAE Pedagogical Assessment of Professional Knowledge: Adolescence to Young Adult, along with the Content Assessment (s) required for their subject area.

All candidates seeking Intervention Specialist certification are required to take and pass the OAE Pedagogical Assessment of Professional Knowledge: Early Childhood PK — 3 or Multi-Age K — 12 (depending on grade level), along with the Content Assessment (s) required for their subject area.

All candidates seeking certification in Middle Childhood are required to take and pass the OAE Pedagogical Assessment of Professional Knowledge: Middle Childhood (002), along with the Content Assessment required for their subject area.

Technological pedagogical content knowledge: A new framework for teacher knowledge.

At the heart of the continuum is National Board Certification, a process designed for teachers to demonstrate, through standards - based evidence, the positive impact they have on student learning as a result of their deep and abiding understanding of students, content knowledge, pedagogical practice, ongoing reflection and participation in learning communities.

This course is designed for candidates to apply content knowledge of her or his chosen discipline (e.g., Math, Science, English Language Arts, Social Science or Multiple Subjects) with the models of teaching introduced in this program by utilizing a repertoire of pedagogical practices responsive to the needs and interests of diverse learners.

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge).

Epistemological and methodological issues for the conceptualization, development, and assessment of ICT — TPCK: Advances in technological pedagogical content knowledge (TPCK).

When I was the Math Curriculum Coordinator for a K — 12 district, I had the privilege of being a co-principal investigator for a three - year, $ 1.5 million federal Math — Science Partnership grant designed to improve the pedagogical content knowledge of middle school mathematics teachers.

Teachers show a good grasp of content knowledge and pedagogical content knowledge and can «translate» this in effective and interesting ways for students.

In his view, criteria for judging teacher effectiveness could be based upon Shulman's categories of teacher knowledge — especially academic content knowledge, pedagogical content knowledge, knowledge of the curriculum, and knowledge of learners and educational contexts.

In keeping with the current trajectories of TPACK research, Doering and Veletsianos (2007b) identified geography technological pedagogical content knowledge (see Figure 2) as a necessary component for teacher education programs to focus on in order to facilitate increased integration of geospatial technologies (e.g., Google Earth) into K - 12 classrooms.