• Title, Summary, Keyword: pedagogical content knowledge

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An Analysis of the Items for the Home Economics Teacher Selection Test from the Perspective of the Pedagogical Content Knowledge in Home Economics Education (가정 교과교육학 지식 관점에서 본 중등 가정과교사 임용시험 문항 분석)

  • Yu, Nan-Sook
    • Journal of the Korean Home Economics Association
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    • v.49 no.1
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    • pp.1-16
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    • 2011
  • This study analyzed the items for the Home Economics teacher selection test, which were carried out through the school year 2002 to 2010, based on Pedagogical Content Knowledge in Home Economics Education (H-PCK). Two frameworks were used: (1) H-PCK matrix transformed from the Content Knowledge in Home Economics Education (H-CK) and the Pedagogical Knowledge; (2) Five components of H-PCK. The results of this study were as follows: (1) The test items were classified into H-CK items and H-PCK items from the H-PCK matrix analysis. (2) While the number of items on knowledge of teaching strategies was the highest, no item on knowledge of understanding students was identified. Since the test can be considered as Measurement-Driven Instruction, it will have backward influences on the teacher education program in universities. Thus, if promising and capable new Home Economics teachers are to be recruited, the test items should include all the components of H-PCK.

Pedagogical Content Knowledge: A Case Study of a Middle School Mathematics Teacher (교수법적 내용 지식: 미국 중학교 수학 교사 사례 연구)

  • Kim, Goo-Yeon
    • Journal of Educational Research in Mathematics
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    • v.17 no.3
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    • pp.295-308
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    • 2007
  • The purpose of this paper was to investigate the pedagogical content knowledge of a middle school mathematics teacher manifested in his mathematics instruction by identifying the components of the pedagogical content knowledge of the teacher. For the purpose of the study, I conducted an interpretive case study by collecting qualitative data. The results showed that the pedagogical content knowledge of the teacher was characterized by: (a) knowledge of mathematics including connection among topics and various ways of solving problems; (b) knowledge of students' understanding involving students' misconceptions, common errors, difficulties, and confusions; and (c) knowledge of pedagogy consisting of his efforts to motivate his students by providing realistic applications of mathematical topics and his use of materials.

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Impact of Entry-Level Mathematics Subject-matter Knowledge on Student Teachers' Mathematics Pedagogical Content Knowledge Development and their Mathematics Teaching Practice Performance

  • Wong, Tak-Wah;Lai, Yiu-Chi
    • Research in Mathematical Education
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    • v.16 no.1
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    • pp.51-66
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    • 2012
  • This study investigated the impact of entry level of mathematics subject knowledge on student teachers' mathematics pedagogical content knowledge development and performance in mathematics teaching practice. The sample consisted of 24 mathematics student teachers, 12 of whom passed A-Level mathematics and 12 of whom only passed O-level mathematics. They were all studying in a 4-year bachelor of education (Honours/Primary) programme; they were either majoring or minoring in mathematics. Results showed that student teachers' entry-level mathematics subject knowledge is not related to their mathematics pedagogical content knowledge development or their mathematics teaching performance. These findings may lead society to consider whether student teachers who have passed O-level mathematics are already eligible to be trained as professional primary mathematics teachers. As a consequence, this study raises the issues of how to develop student teachers' mathematics pedagogical content knowledge and whether we need to restructure our bachelor of education (Primary) programmes' curriculum in teacher professionalism.

Pedagogical Content Knowledge and Predictor Variables in Science Teaching of Practicing Elementary Teachers (교사들의 과학 교과교육학지식과 예측변인)

  • Park, Sung-Hye
    • Journal of The Korean Association For Science Education
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    • v.23 no.6
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    • pp.671-683
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    • 2003
  • The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.

An Analysis on the Pedagogical Content Knowledge of Natural number Concepts for Korean Elementary School Teachers (초등 교사의 자연수 개념에 대한 교수학적 내용지식 분석)

  • Lee, Myeong-Hui;Whang, Woo-Hyung
    • Communications of Mathematical Education
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    • v.25 no.4
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    • pp.693-734
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    • 2011
  • The purpose of this research is to analyze the pedagogical content knowledge on the natural number concepts of Korean Elementary School Teachers. Shulman(1986b) had developed a tool in order to understand teachers' knowledge, as he defined three types of knowledge in teaching ; Subject Matter Knowledge, Curricular Knowledge, and Pedagogical Content Knowledge. Pang(2002) defined two types of elements including in the ways of teaching ; individual element, and sociocultural element. Two research questions are addressed; (1) What is the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? ; (2) What factors are included in the pedagogical content knowledge of Natural number Concepts for Korean Elementary School Teachers? Findings reveal that (1) the Korean Elementary School Teachers had three types of the pedagogical content knowledge on the natural number concepts; (2) Teacher Factors were more included than Social-Cultural Factors in the pedagogical content knowledge on the natural number concepts of the Korean Elementary School Teachers. Further suggestions were made for future researches to include (1) a comparative study on teachers between ordinary teachers and those who majored mathematics education in the graduate school. (2) an analysis on the classroom activities about the natural number concepts.

The study about perception level of the Pedagogical Content Knowledge(PCK) of informatics teacher in the secondary school (중등 정보교사의 교수내용지식(PCK) 인식수준에 대한 연구)

  • Choi, Ji-Young;Jang, Yun-Jae;Kim, Ja-Mee;Yoo, Seung-Wook;Lee, Won-Gyu
    • Journal of The Korean Association of Information Education
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    • v.15 no.1
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    • pp.23-30
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    • 2011
  • The purpose of this study is to obtain the basic data as a part of the knowledge-base to improve the expertise of the informatics teacher in the secondary school by investigating the perception level of the Pedagogical content knowledge (PCK) of the incumbent informatics teacher in the secondary school. For achieving this purpose, the subcategory of the Pedagogical content knowledge(PCK) was divided into 6 fields based on its theoretical background and the developed questions were modified to 31 questions by the experts'checking their contents validity, the survey was carried out targeting 34 incumbent informatics teachers in the secondary school and the result was analyzed. As a result of the measurement of the perception level of the Pedagogical content knowledge of the informatics teacher in the secondary school, the average score in the whole range of PCK was 3.87. Additionally, between two groups of under 10-year-experienced teachers and over 10-year-experienced teachers, the difference about the perception level of the Pedagogical content knowledge of the informatics teacher in the secondary school by work experience was came out as a 0.05 significance level in the educational process knowledge.

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Knowledge Variation of Teachers in Middle-School Mathematics Classrooms (중학교 수학수업에 나타난 다양한 형태의 교사지식 분석 및 고찰)

  • Kim, Goo-Yeon
    • Journal of Educational Research in Mathematics
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    • v.20 no.3
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    • pp.357-371
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    • 2010
  • This study aimed to investigate how two eighth-grade mathematics teachers' pedagogical content knowledge is manifested in their classroom instruction. A case study was conducted for the study. The results revealed similarities and differences in the teachers' knowledge manifested in their mathematics classrooms and that the two teachers had slightly different structures of pedagogical content knowledge. One teacher is more dependent on his knowledge of mathematics and knowledge of students' understanding and the other teacher on her knowledge of instructional process and, to a lesser extent, knowledge of mathematics.

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A Review of Teachers' Pedagogical Content Knowledge and Subject Matter Knowledge for Teaching Earth System Concepts

  • Roehrig, Gillian H.;Nam, Youn-Kyeong
    • Journal of the Korean earth science society
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    • v.32 no.5
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    • pp.494-503
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    • 2011
  • During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

An Analysis of Teachers' Pedagogical Content Knowledge on Probability (확률에 대한 교사의 교수학적 내용 지식 분석)

  • Shin, Bo-Mi
    • School Mathematics
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    • v.10 no.3
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    • pp.463-487
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    • 2008
  • The purpose of this study was to analyze teachers' pedagogical content knowledge on probability. Teachers' pedagogical content knowledge on probability was analyzed in detail into 2 categories: (a) subject matter knowledge, (b) knowledge of students' understanding and misunderstanding. The results showed, in terms of the subject matter knowledge, that the teachers have some probability misconception. And, it showed, in the point of the knowledge of students' understanding, they could not explain why students have difficulties to solve some tasks with regard to probability. This study raised several implications for teachers' professional development for effective mathematics instruction.

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Influence of Teaching Option and Teaching Experience on Science Teachers' Pedagogical Content Knowledge of Environmental Education

  • Abdullah, Sharifah Intan Sharina Syed;Halim, Lilia
    • Journal of The Korean Association For Science Education
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    • v.32 no.8
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    • pp.1378-1389
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    • 2012
  • Environmental education is usually taught across the curriculum in most of the countries. This teaching approach has been a challenge for teachers to implement it especially in the Malaysian curriculum context. Thus, science teachers require effectual Pedagogical Content Knowledge of Environmental Education (PCK-EE). The purpose of this study was to explore the influence of teaching option and teaching experience on science teachers' PCK-EE. Five components of PCK-EE were investigated in this study, which were: a) knowledge of curriculum, b) knowledge of content, c) knowledge of student, d) knowledge of teaching strategies, and e) knowledge of evaluation. 347 secondary science teachers from the state of Selangor have participated in this survey study. The questionnaire used had 60 items. The findings revealed teaching option has a significant influence on science teachers' knowledge of content (p=0.000); knowledge of student (p=0.000) and knowledge of teaching strategies (p=0.016). In the case of teaching experience, it was found that there is a low correlation on knowledge of content (r=0.174) and knowledge of evaluation (r=0.170) only. Implication of this study leads to the suggestion in enhancing teachers' service training to improve their PCK-EE and subsequently their ability in teaching environmental education across curriculum.