Sentences with phrase «pedagogical content knowledge in»

Examples of textbook activities that may influence the development of technological pedagogical content knowledge in prospective elementary teachers are provided.

How have you witnessed the interactions among content knowledge, pedagogical knowledge, and pedagogical content knowledge in your classroom or building?

Subject matter and related pedagogical content knowledge in teacher education.

Embedded supports must be included within the curriculum in the form of educative materials — features of curriculum materials designed to support teacher pedagogical content knowledge in addition to student learning (Davis & Krajcik, 2005).

A key part of the curriculum - linked professional development approach includes a hybrid form of professional development that uses a limited number of face - to - face sessions and Web - based curriculum support materials delivered over the Internet to promote teachers» geospatial science pedagogical content knowledge in addition to science content knowledge.

But at the same time, we've got to focus on content knowledge, and pedagogical content knowledge in the sense that Deborah Ball has been talking about.

Not exact matches

Significant effects of professional - development programs were found when programs focused on content knowledge in the math and science subject areas plus pedagogical training in teaching the subject matter.

In education, we expect teachers to have wide - ranging expertise — from content knowledge to pedagogical knowledge, to curriculum design, to classroom management, to designing and administering assessments, to managing relationships with parents, to overseeing non-academic activities.

Graduates are to demonstrate «the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn» in a manner consistent with professional, state, and institutional standards.

A: Solid content knowledge, strong knowledge about pedagogical techniques in mathematics, a deep understanding of the epistemology of mathematics, knowledge about how people learn math, and the ability to listen to and engage the learner.

Besides, it's a generic content test, not a test of a teacher's content knowledge in her future teaching position or her pedagogical knowledge.

Recent advancements in education research have brought a new lens to these two areas and suggest that in many cases, teacher preparation programs are not currently designed to provide adequate content knowledge or to teach pedagogical practices that are supported by research evidence.

The TPACK (Technological Pedagogical Content Knowledge) framework lays out the knowledge that educators need in order to successfully integrate technology into their Knowledge) framework lays out the knowledge that educators need in order to successfully integrate technology into their knowledge that educators need in order to successfully integrate technology into their teaching.

In addition to strong pedagogical knowledge, great teachers must also be masters of their individualized content area.

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.

Millersville University in Millersville, Pa., has developed a set of seminars designed to provide students with «pedagogical content knowledge.»

Students complete four courses in their chosen field of study in the School of Education focused on pedagogical content knowledge or in the Graduate School of Arts & Sciences focused on advanced content knowledge.

In «Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge,» authors Jeanne Dyches of Iowa State University and Ashley Boyd of Washington State University lay out the theoretical model they call Social Justice Pedagogical and Content Knowledge, or SJPACIn «Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge,» authors Jeanne Dyches of Iowa State University and Ashley Boyd of Washington State University lay out the theoretical model they call Social Justice Pedagogical and Content Knowledge, or SJPACin Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge,» authors Jeanne Dyches of Iowa State University and Ashley Boyd of Washington State University lay out the theoretical model they call Social Justice Pedagogical and Content Knowledge, or SJPACK.

With detailed teacher background material rich in science and mathematical content, descriptions of the pedagogical content knowledge needed to teach and assess effectively, and explicit links to the core ideas in the standards and research on learning science and mathematics, these books can transform teaching and learning in your classroom or professional development setting.

TPACK can be described as teachers» knowledge of when, where, and how to use technology, while guiding students to increase their knowledge and skills in particular content areas using appropriate pedagogical approaches (Brantley - Dias & Ertmer, 2013; Niess, 2011).

In education coursework and field experiences, you will learn the foundation of professionalism and reflection, human development and diversity, integration of teaching experiences and assessment, technology, content and related pedagogical content knowledge, and professional collaboration.

They used their knowledge of these effective pedagogical practices, while using technology, to identify and address gaps in the students» content knowledge.

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

In the interview, the authors explain that since Lee Shulman's concept of pedagogical content knowledge (PCK) was introduced in the 1980s, it has thoroughly permeated teacher preparation, but it does not explicitly link PCK to equity concernIn the interview, the authors explain that since Lee Shulman's concept of pedagogical content knowledge (PCK) was introduced in the 1980s, it has thoroughly permeated teacher preparation, but it does not explicitly link PCK to equity concernin the 1980s, it has thoroughly permeated teacher preparation, but it does not explicitly link PCK to equity concerns.

In so doing, they would gain pedagogical content knowledge (Grossman, Schoenfeld, & Lee, 2005; Shulman, 1986) by connecting theory and practice to gain insights into both.

We also posit that teachers», including Jake's and Isabell's, understanding of the interactions of content knowledge, technological knowledge, and pedagogical knowledge resulted in integration of the technology in ways that did not always enhance the science content learning.

If technology is truly to impact both pedagogical competence, as well as increase content knowledge in the social studies, the apex of the instructional delivery system — the instructor — must be the continual focus of these beliefs.

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.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

Pedagogical content knowledge, in its classic conception, might involve knowing the kinds of mistakes that students are prone to make when engaging with new concepts, or being able to see and draw connections between two students» different representations of an idea that at first glance seem unrelated.

Pedagogical Content Knowledge — What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations By Adela Solís, Ph.D., IDRA Newsletter http://www.idra.org/resource-center/pedagogical-content-knowledge/

Demonstrate advanced pedagogical content knowledge exceeding the requirements to earn initial grade level licensure in biology

Teachers» Pedagogical Content Knowledge of Students» Problem Solving in Elementary Arithmetic

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 interactionIn 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 interactionin supporting teacher learning: increasing pedagogical repertoire, developing content knowledge for teaching, and «learning to notice» important features of classroom interactions.

Where Green's narrative shines is in portraying the complex cognitive work of teachers using pedagogical content knowledge to advance their students» understandings.

Participants will apply learning theories, content knowledge and the pedagogical repertoire of skills acquired in the MAT / ME general education courses and specific special education courses.

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.

The design of the curriculum and support materials were helpful in providing the teachers with pedagogical content knowledge to teach with Web GIS investigations to promote geospatial thinking and reasoning skills.

This increased comfort with various media, in turn, supports the development of preservice teachers» technological pedagogical content knowledge during teacher preparation.

Pedagogical Content Knowledge — What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations Adela Solís, Ph.D., IDRA Newsletter http://www.idra.org/resource-center/pedagogical-content-knowledge/

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.

In this paper we describe a curriculum - linked professional development approach designed to support middle level teachers» understandings about tectonics in addition to supporting their development of geospatial pedagogical content knowledge to teach with a Web GIIn this paper we describe a curriculum - linked professional development approach designed to support middle level teachers» understandings about tectonics in addition to supporting their development of geospatial pedagogical content knowledge to teach with a Web GIin addition to supporting their development of geospatial pedagogical content knowledge to teach with a Web GIS.

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.

Technological proficiency and, with it, technological pedagogical content knowledge are important issues in teacher preparation and should certainly be taken up by English teacher educators.

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.

Through their projects they construct theoretical knowledge of multiliteracies as they become digital storytellers of their own identities, and they construct technological pedagogical content knowledge (TPCK) about how to integrate such digital video technology in their future classrooms.

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.

In determining what teachers need to know, Shulman (1987) describes four areas as essential: general pedagogical knowledge (how to teach), content knowledge (science), pedagogical content knowledge (how to teach science), and disciplinary knowledge (inquiry and scientific processes).