Sentences with phrase «with pedagogical content knowledge»

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.

Not exact matches

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.

Instead, teachers must be provided, through any means possible, with the necessary academic content, pedagogical principles, and knowledge of learner characteristics.

We can begin to answer this question with the Technological Pedagogical Content Knowledge Framework (TPACK), which conceptualizes the integration of «Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all three,» explains Dr. Matthew Koehler, editor of tpack.org.

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.

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

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.

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.

A recent Journal of Teacher Education article proposes a new model to integrate social justice with the concept of pedagogical content knowledge.

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/

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 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.

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/

With specific content, teacher - preparation programs would know exactly what content and pedagogical knowledge teachers need.

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 GIS.

The teacher candidates noted that they also benefited from seeing how such a learning environment could be structured so that student learners are allowed control over their learning (technological content knowledge), the use of acronyms to guide procedural knowledge development (technological pedagogical knowledge), and the level of technical skills required to teach with technology (technological knowledge)-- all of which increased their own teacher knowledge about teaching with technology (Figg & Burson, 2009).

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

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.

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.

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.

Technological pedagogical knowledge (TPK), or the use of specific pedagogical strategies or techniques to teach with technology so that content knowledge is enhanced.

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

Thus, teacher educators need to work with existing pedagogical beliefs, content and technology knowledge and skills, and prior knowledge and experiences and seek ways in which more innovative instructional practices become commonplace and the appropriate and effective utilization of technology to support innovative instructional practices is ensured.

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).

Many education schools, although not all, have become much more effective at producing teachers with the right combinations of content knowledge, pedagogical knowledge, and clinical experience.

We encourage readers to begin in the General section of this edition, with Koehler and Mishra's article clarifying again, «What Is Technological Pedagogical Content Knowledge?»

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).

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.

This TPACK is a blending of pedagogical knowledge, content knowledge, and technological knowledge that is unique to the idea of teaching content with technology.

With the advent of computer technology, both the pedagogical skills and technological content knowledge of the teacher play a role whenever computer technology is used in the classroom (Mishra & Koehler, 2006).

Teacher preparation programs and undergraduate institutions should provide students with high - quality, rigorous coursework aligned with the pedagogical skills and content knowledge proven to influence their students» future success.

It can, therefore, be concluded that with 50 hours of PD, STEM and non-STEM teachers were equally capable of implementing the grant's curriculum, except where specialized pedagogical content knowledge is required.

The general goals of this work are to enhance the content and pedagogical content knowledge of K - 12 STEM teachers and to connect STEM teachers with University of Florida scientists, mathematicians, and engineers to explore real world STEM work and careers.

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.

Altering the assignment to include or require collaborative forms of technology, such as discussion boards, group weblogs or communal wikis, would offer preservice teachers the opportunity to reflect in a community of their peers while providing experience with different forms of technology and supporting further development of their technological pedagogical content knowledge.

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.

Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge.

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.

To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked to apply pedagogical, mathematical, and cognitive fidelity to technology used in an instructional unit they were designing.

Velette Bozeman is a Research Associate with a focus on teacher training, the impact of the training on teachers» pedagogical and content knowledge, and the effectiveness on student achievement.

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.

Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge.

The American Association of Colleges of Teacher Education published a landmark work, the AACTE Handbook of Technological Pedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different conPedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different contentContent Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different conpedagogical approaches to the use of technology in different contentcontent areas.