Sentences with phrase «pedagogical knowledge as»

developing deep and comprehensive pedagogical knowledge as the foundation for strong instructional leadership.

Although not categorized in the data, many teachers also developed pedagogical knowledge as a result of work on the counterfeit coin problem.

We learn so much about student learning during this process and in turn we increase our curriculum and pedagogical knowledge as well as our assessment knowledge.

Not exact matches

«Based on the relatively high competence of Waldorf pupils in natural science, combined with exceptionally high indicators of motivation and reflective cognition in these subjects as well as the different pedagogical principles, it is reasonable to conclude that public education can learn from the Steiner Waldorf schools, in particular with regard to being able to concretely apply knowledge in natural science.»

These CAS regional centres are hosted in a number of universities, which were selected on a competitive basis which took into account their ability to perform as an effective focal point for their region, combining depth of subject knowledge with the ability to support pedagogical development.

As far as the pedagogical framework is concerned, an instructional design for MOOCs based on connectivism would also take into account the ultimate goal of every learning material, that is to achieve far transfer of knowledgAs far as the pedagogical framework is concerned, an instructional design for MOOCs based on connectivism would also take into account the ultimate goal of every learning material, that is to achieve far transfer of knowledgas the pedagogical framework is concerned, an instructional design for MOOCs based on connectivism would also take into account the ultimate goal of every learning material, that is to achieve far transfer of knowledge.

Among the outcomes, Mapp says: Staff who can honor and recognize the wealth of knowledge that families possess, which can in turn assist schools with pedagogical priorities; and families that can negotiate multiple roles — as supporters, monitors, advocates, and decision makers for their children.

As for the criteria they employ in selecting faculty, of greatest importance are subject - matter knowledge, pedagogical knowledge and expertise, and the ability to engage adolescent learners.

Teachers need their own version of boards — a rigorous set of requirements that would include exams of content and pedagogical knowledge, observations of teaching, and examinations of students» work — which would certify teachers as having successfully completed their training and earned their membership into a demanding and highly skilled profession.

Requiring that students learn about (say) the ancient world, or study algebra and foreign languages, should not be construed as dictating the intellectual framework or pedagogical style in which that knowledge is imparted and understood.

Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge

Teaching, like other respected professions, must have a universal assessment process for entry that includes rigorous preparation centered on clinical practice as well as theory, an in - depth test of subject and pedagogical knowledge, and a comprehensive teacher performance assessment.

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).

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.

Educators should select appropriate instructional activities and materials, including technology, based on factors such as curriculum standards, students» needs, preferences, prior knowledge, and skill levels, and effective pedagogical practices and contextual factors such as time and available resources (Harris & Hofer, 2009; Kennedy & Deshler, 2010; King - Sears & Emenova, 2007).

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.

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 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 knowledgAs 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 knowledgas 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.

However, beyond content knowledge, pedagogical practices change as research changes.

The practices, codified by Doug Lemov in his book Teach Like a Champion (Jossey - Bass, 2010), were not specific to any subject, and hence would be classified as general pedagogical knowledge.

This phenomenon can be traced back to Jake's self - efficacy as it related to both technological knowledge and pedagogical knowledge.

This study presents a refined technological pedagogical content knowledge (also known as TPACK) based instructional design model, which was revised using findings from the implementation study of a prior model.

In fulfillment of its duty to the citizens of this state, the Legislature has established certification requirements to assure that educational personnel in public schools possess appropriate skills in reading, writing, and mathematics, and adequate pedagogical knowledge, including the use of technology to enhance student learning, and relevant subject matter competence so as to demonstrate an acceptable level of professional performance.

The inclusion of the three levels of specificity resonates with Lee and Hollebrands» (2008) observation that TPACK can be conceptualized as technological and pedagogical knowledge nested within content knowledge.

As learning demands grow, so does the need for teachers and administrators to stay current with new knowledge and new pedagogical practices.

The report notes that many U.S. preservice education programs have teachers continue to take higher math courses, such as calculus, rather than focusing on building pedagogical knowledge of the math they will be teaching.

Lastly, the need to work effectively with technology as English teachers supports efforts to develop preservice teachers» technological pedagogical content knowledge during university preparation.

Pedagogical knowledge of technology (now commonly referred to as Technological Pedagogical Knowledge or TPK) is closely related to Shulman's (1987) pedagogical knowledge construct, which is defined as the teachers» knowledge of teaching procedures such as effective strategies for planning, classroom routines, behavior management techniques, classroom organizational procedures, and motivational Pedagogical knowledge of technology (now commonly referred to as Technological Pedagogical Knowledge or TPK) is closely related to Shulman's (1987) pedagogical knowledge construct, which is defined as the teachers» knowledge of teaching procedures such as effective strategies for planning, classroom routines, behavior management techniques, classroom organizational procedures, and motivational teknowledge of technology (now commonly referred to as Technological Pedagogical Knowledge or TPK) is closely related to Shulman's (1987) pedagogical knowledge construct, which is defined as the teachers» knowledge of teaching procedures such as effective strategies for planning, classroom routines, behavior management techniques, classroom organizational procedures, and motivational Pedagogical Knowledge or TPK) is closely related to Shulman's (1987) pedagogical knowledge construct, which is defined as the teachers» knowledge of teaching procedures such as effective strategies for planning, classroom routines, behavior management techniques, classroom organizational procedures, and motivational teKnowledge or TPK) is closely related to Shulman's (1987) pedagogical knowledge construct, which is defined as the teachers» knowledge of teaching procedures such as effective strategies for planning, classroom routines, behavior management techniques, classroom organizational procedures, and motivational pedagogical knowledge construct, which is defined as the teachers» knowledge of teaching procedures such as effective strategies for planning, classroom routines, behavior management techniques, classroom organizational procedures, and motivational teknowledge construct, which is defined as the teachers» knowledge of teaching procedures such as effective strategies for planning, classroom routines, behavior management techniques, classroom organizational procedures, and motivational teknowledge of teaching procedures such as effective strategies for planning, classroom routines, behavior management techniques, classroom organizational procedures, and motivational techniques.

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.»

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.

The majority of teachers noted that both their science pedagogical content knowledge and geospatial pedagogical content knowledge increased as a direct result of their use of the curriculum and educative support materials (Table 3).

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.

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).

As Hammond and Manfra (2009) described in their discussion of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common language to discuss the integration of technology into instruction and builds upon the concepts of pedagogical content knowledge, [as well as] teacher as curricular gatekeeper» (p. 160As Hammond and Manfra (2009) described in their discussion of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common language to discuss the integration of technology into instruction and builds upon the concepts of pedagogical content knowledge, [as well as] teacher as curricular gatekeeper» (p. 160as well as] teacher as curricular gatekeeper» (p. 160as] teacher as curricular gatekeeper» (p. 160as curricular gatekeeper» (p. 160).

As technological tools become more ubiquitous in classroom settings, teachers must expand their pedagogical content knowledge to include a critical stance about technology use.

In TPACK, technological knowledge is added as an additional dimension along with content and pedagogical knowledge.

Importantly, addressing geospatial technology in teacher education also engages teacher candidates» development of technological pedagogical content knowledge, also known as technology, pedagogy, and content knowledge (TPACK).

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.

What we are referring to as «teacher knowledge» embraces subject knowledge, a deep understanding of the pedagogical principles and practices which underpin effective teaching, and of the systems, structures and policies through which education functions.

If the focus is mainly on content and pedagogical content knowledge, single subject PLCs allow teachers to have a similar knowledge base, as well as common needs and common experiences.

As suggested by many authors in the Handbook of Technological Pedagogical Content Knowledge (AACTE Committee on Innovation and Technology, 2008), more research needs to examine the role of teacher preparation programs teachers» beliefs (Niess, 2008), and specific student and school contexts (McCrory, 2008) regarding the nature and development of TPACK.

Preservice programs should teach pedagogical skills as well as knowledge and understanding, and initial certification should be based on performance, which means demonstrating mastery of a body of pedagogical knowledge and skills.

Dispositions can be as important in teacher quality as pedagogical or content knowledge (Singh & Stoloff, 2008).

A change to the conceptual framework on a programmatic level is necessary to instill the necessary technological pedagogical content knowledge (or technology, pedagogy, and content knowledge, known as TPACK) that allows future teachers to integrate technology in a manner consistent with national standards (Wetzel, Foulger, & Williams, 2009).

We designed ECMs to support the development of teachers» professional teaching knowledge as it related to a specific pedagogical approach called problem - based historical inquiry and its principles for social studies instruction, that learning should be purposeful, connected, active, and scaffolded (Saye & Brush, 2004).

Beginning in 1996, the University of Calgary embarked on a course of action to discontinue its teacher education programs formed in the conventional model, and to replace them with a program in which the elements of the professional degree program are integrated, the learners are treated as professionals - in - the - making, the richness of pedagogical knowledge is acknowledged, and cooperative problem - solving is valued.