• Title, Summary, Keyword: pedagogical content knowledge

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The Development of Subject-matter Knowledge and Pedagogical Content Knowledge in Function Instruction (함수개념의 교수.학습과정에서 나타난 subject-matter knowledge와 pedagogical content knowledge 능력의 발전에 관한 연구)

  • Yoon, Suk-Im
    • Communications of Mathematical Education
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    • v.21 no.4
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    • pp.575-596
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    • 2007
  • This study investigates preservice teachers' development of subject-matter knowledge and pedagogical content knowledge in teaching function concept. This development takes place in the pedagogical mathematics courses in which the theory of constructivism and cooperative learning theory are aligned. Pre and post courses test were administered to examine the development and the follow-up interviews were conducted to gain more details. Analysis of the written questionnaire results and interview transcripts reveal that their limited concept image can be extended and developed in depth through pedagogical mathematics courses that apply reformed teaching methods.

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Nature and Development of Pedagogical Content Knowledge in Science Teaching (과학 교과교육학 지식의 본질과 발달)

  • Lim, Cheong-Hwan
    • Journal of the Korean earth science society
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    • v.24 no.4
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    • pp.235-249
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    • 2003
  • The purpose of this study is to analyze and evaluate the nature, role and development of pedagogical content knowledge in science teaching. Two research questions were considered: 1) What are the nature and the components of the pedagogical content knowledge in science teaching? 2) What is the value of pedagogical content knowledge and are there any routes and paths to developing pedagogical content knowledge for science teachers? In order to answer these questions instead of analyzing empirical data, former research literatures are reviewed. The results indicate that science pedagogical content knowledge is a special amalgam of science content knowledge and science method knowledge in a special context of science teaching that is uniquely the province of teacher based on their own special form of professional understanding. As a part of one's own distinctive bodies of knowledge, science teachers' pedagogical content knowledge is an important basis for professional development and competent teachers. It is knowledge of how to teach specific content in specific contexts, also it depends on each teachers' distinctive knowledge structure. Pedagogical content knowledge for science teaching is composed of five components: orientations toward science teaching, knowledge and beliefs about science curriculum, knowledge and beliefs about students' understanding of specific topics, knowledge and beliefs about assessment for teaching science, knowledge and beliefs about instructional strategies for teaching science. The development of science pedagogical content knowledge does not start until teachers have acquired a deeply principled conceptual knowledge of content, also it is promoted by the constant use of subject matter knowledge in teaching situations.

The Effects of Constructive Teaching Belief, Mathematics Teaching Efficacy and Pedagogical Content Knowledge of Mathematics on Teaching Intention for Mathematics of Early Childhood Teachers (유아교사의 구성주의 교육신념, 수학교수효능감 및 수학교과교육학지식이 수학교수적극성에 미치는 영향)

  • Seo, Jeong Min;Lee, Jeong Hwa
    • Korean Journal of Childcare and Education
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    • v.13 no.1
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    • pp.185-200
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    • 2017
  • Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

Research on the Characteristics of Science Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) of Primary School Teachers in Classroom Teaching

  • Kwak, Youngsun
    • Journal of the Korean earth science society
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    • v.38 no.5
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    • pp.367-377
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    • 2017
  • The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

A Study on the Development of Pedagogical Content Knowledge on Fraction in the Elementary School Mathematics (초등수학에서 분수에 관한 교수학적 내용 지식 개발 연구)

  • Lee, Dae-Hyun
    • Journal of the Korean School Mathematics Society
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    • v.10 no.2
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    • pp.149-171
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    • 2007
  • This study is aimed at development of pedagogical content knowledge on fraction in the elementary school mathematics. Elementary students regard fraction as the difficult topic in school mathematics. Furthermore, fraction is the fundamentally important concept in studying mathematics. So it is important to develop the pedagogical content knowledge on fraction. The reason of attention to the pedagogical content knowledge is that improving the quality of teaching is the central focus of a high quality mathematics education. Shulman suggested that various knowledges are required for teacher to improve their classes. Of course, pedagogical content knowledge is the most valuable in teaching mathematics. Pedagogical content knowledge is related to the promotion of students' understanding about the learning. Pedagogical content knowledges are categorized by five factors in this study. These are understanding about curriculum, understanding about students and students' knowledge, understanding about teachers and teachers' knowledge, understanding about the methods, contents, and management of class, and understanding about methods of assessments. I develop the pedagogical content knowledge on fraction according to the these categories. I concentrate on the two types of pedagogical content knowledges in developing. That is, I present knowledges which teachers have to know for teaching fraction effectively and materials which teachers can use during the teaching fraction. Pedagogical content knowledges guarantee teachers as the professionalists. Teachers should not teach only content knowledges but teach various knowledges including the meta-knowledges which have relation to fraction.

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An Inquiry on the Building Process of Pedagogical Content Knowledge of Prospective Mathematics Teachers -centered at function concepts- (수학과예비교사들의 교수학적지식 형성 과정 탐구 -함수 개념을 중심으로-)

  • Kang Yun-Soo;Jun Sung-A
    • The Mathematical Education
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    • v.45 no.2
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    • pp.217-230
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    • 2006
  • The purpose of this study is to inquire the building process of Pedagogical Content Knowledge of prospective mathematics teachers about the function concepts. For this purpose, We performed the following steps; First, we performed the survey relaying to the prospective mathematics teachers' teaching experiences, capabilities of their error evaluation of the students, and viewpoints about the function concepts. Second, we performed the survey on the subject-matter knowledge about the function concepts and the key items of designing teaching plans about the function concepts. And then, we interviewed the participants to check the results of the surveys and to supplement the necessary contents. The collected data was relatively correlative and analyzed in the process. As a result, we found the followings; First, subject-matter knowledge of prospective mathematics teachers about the function concepts is different depending on the grades. Second, prospective mathematics teachers are building more extended function concepts through the major subjects. Third, the major subjects are important to build the Pedagogical Content Knowledge of function concepts. Fourth, teaching experience plays an important role in transforming subject-matter knowledge of function concepts to Pedagogical Content Knowledge of it. Fifth, building the Pedagogical Content Knowledge means transferring the teacher's viewpoint from himself/herself to the learner.

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A Study on the Relationship between Mathematics Teachers' Knowledge and Teaching Practice (수학교사의 지식과 수업 실제와의 관계)

  • 신현용;이종욱
    • The Mathematical Education
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    • v.43 no.3
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    • pp.257-273
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    • 2004
  • In this paper, we analyze what the components of mathematics teacher` knowledge are, and find that mathematics teacher need knowledge of three areas: subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge. Studies of practicing teachers suggest that When teachers lack understanding in their respective disciplines, it inhibits them from providing students the best learning opportunities, but that a teacher possessing pedagogical content knowledge provides learners with multiple approaches into learning. Some teachers having sound knowledge of mathematics and students were able to respond appropriately to students' questions, design appropriate learning activities involving a variety of mathematical representations, and orchestrate mathematical discourse in the classroom. Thus, it appears that mathematics teachers' knowledge positively affect teaching and student learning..

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A Study on the Pedagogical Content Knowledge In Pre-Service Environment Teacher (예비 환경교사의 교수 내용 지식(PCK)에 관한 연구)

  • Cho, Seong-Hoa;Choi, Don-Hyung
    • Hwankyungkyoyuk
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    • v.22 no.3
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    • pp.125-135
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    • 2009
  • In this study, we discuss pedagogical content knowledge (PCK) of pre-service environment teachers since PCK is one of the most important professional competencies for teachers. In Republic of Korea, environmental education is taught as an independent subject in middle and high schools. Thus, pedagogical content knowledge (PCK) of environment teachers plays an important role for quality EE at schools. The purpose of this study is to find out the PCK(Pedagogical Content Knowledge) of pre-service environment teachers. Researchers collected and analyzed data from four environmental education department. Study method used a questionnaire for eighty-two pre-service environment teachers. The study results are as follows. Seven part of PCK(Knowledge of Instructional Strategies, Knowledge of Representation, Knowledge of Subject Matter, Knowledge of Evaluation, Knowledge of Students, Knowledge of Curriculum, Knowledge of Environmental Context) exists the significant difference in pre-service environment teachers. The highest part is the Knowledge of Environmental Context and the lowest part is the Knowledge of Evaluation in pre-service teachers. So the curriculum of environmental education department will be changing that emphasize the Knowledge of Evaluation and the Knowledge of Students.

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Influence of Technology Integration Course on Preservice Teachers' Technological Pedagogical and Content Knowledge (TPACK) (예비교사들의 테크놀로지 내용교수지식 변화에 관한 연구: 테크놀로지 활용 교과목을 중심으로)

  • Shin, Won-Sug;Han, In-Sook;Eom, Mi-Ri
    • Journal of The Korean Association of Information Education
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    • v.16 no.1
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    • pp.71-80
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    • 2012
  • This study aimed to investigate technological pedagogical and content knowledge(TPACK) model, and to apply this model to preservice education. To perform this study, TPACK survey instrument was distributed to 142 preservice teachers who took technology integration course. The result showed that technology and content knowledge improved significantly, and pedagogical and pedagogical content knowledge did not show meaningful differences among 7 sub-categories. Based on the result of this study, we discussed the improvement of technological and content knowledge, and pedagogical knowledge. Also, we suggested that (preservice) teacher education should consider the combination of technological, pedagogical, and content knowledge in Korea.

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The Mediating Effect of Pedagogical Content Knowledge of Science Teaching on the Relations Among Child Care Teachers' Burnout, Science Teaching Anxiety, and Science Teaching Efficacy (보육교사의 소진, 과학교수불안 및 과학교수효능감 간의 관계에서 과학교과교육학지식의 매개효과)

  • Paik, Young-Suk;Kim, Dong-Rye
    • Korean Journal of Childcare and Education
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    • v.12 no.6
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    • pp.189-206
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    • 2016
  • The purpose of this study was to analyze the mediating effect of pedagogical content knowledge of science teaching on the relations among child care teachers' burnout, science teaching anxiety, and science teaching efficacy. For this study, questionnaires were distributed to 355 teachers working at child care centers in Jollanam-do. The analysis of data was conducted with SPSS WIN 18.0. The results of this study were as follows. First, child care teachers' burnout lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' burnout on their science teaching efficacy. Second, child care teachers' science teaching anxiety lowered their science teaching efficacy, and child care teachers' pedagogical content knowledge, as a mediating variable, reduced the negative effect of child care teachers' science teaching anxiety as an independent variable on their science teaching efficacy. These findings imply there is a need to boost pedagogical content knowledge during in-service teacher education programs.