• Title, Summary, Keyword: pedagogical content knowledge

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An Analysis of Elementary Teachers' Knowledge of Fraction (초등교사의 분수 지식 실태 분석)

  • Lee, Jong-Euk
    • The Mathematical Education
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    • v.44 no.1
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    • pp.67-85
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    • 2005
  • This study investigated elementary teachers' subject matter knowledge and pedagogical content knowledge of fractions. The subject for data collection were 12 in-service elementary teachers and data were collected through written test problems. The finding imply that most elementary teachers understand fraction construct as part-whole, show low level of understanding of operator, ratio, and measurement constructions and word problem posing, using models, and developing the algorithms to divide fractions. The research results indicates that experienced teachers possess poor knowledge of fractions against novice teachers.

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The Analysis of Elementary School Teachers' Pedagogical Content Knowledge on the Unit of "Weight and Pressure in Water" (물속에서의 무게와 압력에 대한 초등 교사의 교수 내용 지식 분석)

  • Park, Jae-Won;Won, Jeong-Ae;Paik, Seoung-Hey
    • Journal of Korean Elementary Science Education
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    • v.26 no.2
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    • pp.226-241
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    • 2007
  • The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.

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Relationships between Pedagogical Content Knowledge in Science Teaching of Pre-service Early Childhood Teachers and Their Attitude toward Science and Science Teaching Efficacy Belief (예비유아교사의 과학교수지식과 과학적 태도 및 과학교수 효능감 간의 관계)

  • Lee, Eun Jin
    • Korean Journal of Childcare and Education
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    • v.9 no.4
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    • pp.135-158
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    • 2013
  • The purpose of this study was to investigate the relationships between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. A total of 294 pre-service early childhood teachers responded to a questionnaire that examined their pedagogical content knowledge in science teaching, attitude toward science, and science teaching efficacy belief. The results of this study were as follows: First, teachers had average pedagogical content knowledge in science teaching. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Second, the teachers' recognition was below average in attitude toward science and science teaching efficacy belief. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Third, a meaningful statistical relationship was found between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. As the score of pre-service early childhood teachers in pedagogical content knowledge in science teaching became higher, the score in attitude toward science and science teaching efficacy belief became higher.

Impact of Teachers’ Overcoming Experience of Threshold Concepts in Chemistry on Pedagogical Content Knowledge (PCK) Development

  • Park, Eun Jung
    • Journal of the Korean Chemical Society
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    • v.59 no.4
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    • pp.308-319
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    • 2015
  • As a follow-up study to identify references for threshold concepts in science, 20 high school chemistry teachers were interviewed. Seven concepts were identified as threshold concepts. The data revealed that teachers overcome the thresholds while they are teaching as well as learning during their school years. This explains that the mastery experience of threshold concepts involve not only the process of creating subject matter knowledge of a learner but also the reflection on or preparation for teaching. Hence, the current study proposes that a strong relationship exists between the mastery experience of threshold concepts and the development of teachers’ pedagogical content knowledge (PCK). In this regard, findings from this study will provide valuable information to understand the nature of threshold concepts and suggests the value of mastery experience of threshold concepts in terms of PCK development.

A Study on the Variables That Predict Science Teaching Efficacy of Teachers of 0 to 2-year-olds and 3 to 5-year-olds in Childcare Center (어린이집 영아반 및 유아반 교사의 과학교수효능감에 영향을 미치는 변인 연구)

  • Kim, Min Jeong;Kim, Ji Hyun
    • Korean Journal of Childcare and Education
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    • v.11 no.6
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    • pp.97-114
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    • 2015
  • This study is aimed to determine whether there is any meaningful correlation between predictors and is intended to examine the relative influences that the pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions have on their science teaching efficacy. The results, showed that the childcare center teachers' pedagogical content knowledge of science teaching, scientific attitudes, science teaching intentions, and science teaching efficacy are all correlated with each other. The teachers' science teaching efficacy are predicted by their scientific attitudes, science teaching intentions, and pedagogical content knowledge of science teaching-learning methods. Specifically, for teachers of 0 to 2-year-olds, their science teaching efficacy is predicted by their science teaching intentions and scientific attitudes. For teachers of 3 to 5-year-olds, their science teaching is affected by their scientific attitudes and their pedagogical content knowledge.

An analysis on the curriculum and teaching methods of Korean mathematics education departments (한국 사범대학 수학교육과의 교육과정 및 교수방법 분석)

  • Kwon, Oh-Nam;Kim, A-Mi;Cho, Hyung-Mi
    • The Mathematical Education
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    • v.51 no.3
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    • pp.281-300
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    • 2012
  • This study has examined the current status of mathematics education departments by analyzing its curriculum and teaching methods. We analyzed data set of the number of faculty and students, curricula, textbooks and instructional methods among 23 mathematics education department in Korea. The data reveals that the curricula of the universities of education has shown that more content knowledge subjects are taught than pedagogy knowledge subjects. However, it is important to note that there is increasing emphasis on pedagogical content knowledge. In addition, the curricula of mathematics education departments deal with various aspects of pedagogical content knowledge. What matters is whether the system works for developing a sound and deep understanding of fundamental aspects of the subject matter in future mathematics teachers. The results of the study point to the importance of pedagogical content knowledge and to the essential components that can promote further understanding of effective teaching for preparing future teachers in mathematics education departments.

An Analysis of Pre-service Science Teachers' Pedagogical Content Knowledge through the Student-Teacher Practice (교육실습을 통한 예비과학교사의 교수내용지식 분석)

  • Park, Chul-Yong;Min, Hee-Jung;Paik, Sung-Hye
    • Journal of The Korean Association For Science Education
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    • v.28 no.6
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    • pp.641-648
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    • 2008
  • The purpose of this study is to analyze pre-service science teachers' pedagogical content knowledge. For this study, two senior education students were selected. The data of this study were collected through interviews, CoRe questionnaire, and classroom observation recordings during the period of student-teacher practice. Data were analyzed using the constant comparative method. The results indicated that the two pre-service science teachers had low level pedagogical content knowledge. Two pre-service science teachers' knowledges of science curriculum were different from each other. Orientations toward teaching science shifted to undesirable direction after the experience of a student-teacher's practice-teaching. Their subject matter knowledges were imperfect. They also had low levels of knowledge of students' understanding.

A Case Study on Elementary Pre-service Teachers' Pedagogical Content Knowledge of Mathematics that Learned in the Course of Student Teaching (교육실습 과정에서 배우는 초등예비교사의 수학 교수학적 내용 지식에 관한 사례연구)

  • Nam Yun-Sug;Jeon Pyung-Kook
    • The Mathematical Education
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    • v.45 no.1
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    • pp.75-96
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    • 2006
  • The purpose of this study was to analyze how elementary pre-service teachers learned the pedagogical content knowledge of mathematics and to understand the challenges and difficulties that they experienced in the course of student teaching. A qualitative case study provided an in-depth description of the whole three weeks of student teaching process. Four pre-service teachers and two mentor teachers participated in this study. Multiple data collection techniques were used; classroom observations, in-depth interviews, document analysis, and researcher's field notes. The results of this study showed how pre-service teachers learn PCK of mathematics in designing mathematics lessons, understanding mathematics learners and delivering mathematics lessons and what are the difficulties and challenges they experienced. Finally this study discussed about some suggestions to pre-service program and future research.

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Teacher Efficacy as an Affective Affiliate of Pedagogical Content Knowledge

  • Park, Soon-Hye
    • Journal of The Korean Association For Science Education
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    • v.27 no.8
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    • pp.743-754
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    • 2007
  • Whether This paper argues that teacher efficacy is an affective affiliate of pedagogical content knowledge (PCK) based on empirical data of a study on the nature and construct of PCK. This study was a collective case study utilizing qualitative research methods. The participants of the study were three high school science teachers in the U.S. Data was collected from multiple sources such as classroom observation, interviews, teachers' written reflection, students' work samples, and researchers' field notes. Data was analyzed using the "In-depth Analysis of Explicit PCK" developed by the author. Data analysis indicated that teacher efficacy played a critical role in developing PCK by facilitating the movement from PCK to the enactment of PCK.

Theoretical Consideration of the Components of Preservice Mathematics Teacher Training

  • Lee, Joong-Kwoen
    • Research in Mathematical Education
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    • v.4 no.1
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    • pp.23-31
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    • 2000
  • This research elaborated five components for pre-service mathematics teacher training: 1) Mathematical content knowledge, 2) Pedagogical content knowledge, 3) Pedagogical reasoning, 4) System of training, and 5) Mathematics teachers' beliefs. For the effect teaching, mathematics teacher program should be reformed. The key to improvement should be concerntrated on developing knowledge about effective teaching and translating it into algorithms those teachses can learn and incorporate in their planning prior to teaching. A theory of instruction should specify the most effective sequences in which to present the materials to be learned.

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