• Title, Summary, Keyword: pedagogical content knowledge

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Development of Teaching and Learning Materials for Elementary School Teachers to Foster Pedagogical Content Knowledge in Mathematics (초등 교사의 수학과 교수법적 내용 지식 정립을 위한 교수.학습 자료 개발)

  • Pang, Jeong-Suk;Kim, Sang-Hwa
    • Journal of the Korean School Mathematics Society
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    • v.10 no.1
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    • pp.129-148
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    • 2007
  • Recent reform movement in mathematics education has focused not only on the curriculum development but also on teachers' learning or professional development. Whereas various theoretical paradigms call for different programs of professional development for teachers, one of the common emphases is on the pedagogical content knowledge [PCK] which encompasses contents and methods to teach. Against this background, this study developed comprehensive instructional materials for the purpose of fostering PCK in mathematics for elementary school teachers with 17 essential learning themes such as fraction, plane geometry, and area. Each loaming theme was first summarized on the basis of literature reviews and surveys in terms of knowledge in mathematics contents, knowledge in teaching methods, and knowledge in students' mathematical understanding and learning. Each theme was then analyzed in detail on how it was represented in the national curriculum and its concomitant textbooks along with workbooks. Finally, this report included a reconstruction of one unit in textbooks per each learning theme, followed by teaching notes and suggestions from classroom implementation. This was intended for teachers to apply what they might loam from this material to their actual mathematics instruction. Given the page limit, this paper dealt only with the learning theme of ratio.

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A Study on Development of Pre-service Program at College of Education Based on Mathematics Teacher's Recognition (사범대학 수학교육과 교육과정 개선을 위한 기초 연구 - 교사들의 인식 조사를 바탕으로 -)

  • Hwang, Hey-Jeang
    • Journal of the Korean School Mathematics Society
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    • v.10 no.1
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    • pp.1-25
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    • 2007
  • The purpose of this study is to investigate the degree of mathematics teachers' recognition and understanding of mathematics education curriculum at the college of education. The subject of this study is 30 secondary school mathematics teachers who graduated from the department of mathematics education at the college of education. To accomplish this study, loather's knowledge is divided into two groups such as 'subject matter knowledge' (ready-made mathematics) and 'pedagogical content knowledge' (school mathematics and its teaching planning and methods). As a result, this study examines which subjects are required to achieve the pedagogical content knowledge in order to be a professional mathematics teacher.

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The Research on H-PCK(Pedagogical Contents Knowledge in Home Economics Education) formation process of 2017 Novice Teacher in Busan (신규임용교사의 H-PCK 형성과정 탐색: 2017 부산지역 가정과 신규임용 교사를 대상으로)

  • Kim, Nam Eun
    • Family and Environment Research
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    • v.56 no.3
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    • pp.247-262
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    • 2018
  • This study investigates the process of PCK formation for 2017 novice teachers in Busan. This study was conducted parallel to quantitative research using the H-PCK measurement tool as well as qualitative research methods through an open questionnaire and after-interview. Consequently, the H-PCK level of novice teachers was 3.51. The knowledge of perspective on home economics education (KP) was 3.87, knowledge of home economics curriculum (KC) was 3.37 and the knowledge of home economics instructional strategies (KI) was 3.39. Study participants reported that curriculum knowledge, curriculum content knowledge, and teaching strategy knowledge were formed through preparation for appointment; however, it was not possible to judge if PCK was formed for the restructuring ability or the reconstruction ability. Knowledge related to curriculum content was learned through teacher training, internet teacher community, and internet information materials. Knowledge of teaching strategies was learned through 1-2 teaching consulting or peer scholarship. It is necessary to revise the university curriculum (such as expansion of curriculum education, expansion of experience in teaching practice, and actual case study) order to form PCK. Second, it should be developed and operated various training programs for the formation of home economics education curriculum knowledge. Third, it is necessary to organize a nationwide system to support the mentor. In the future, it is necessary to study PCK analysis for each unit and topic as well as to explain methods that can be provided to field teachers.

Designing Programming Curriculum for Developing Programming Pedagogical Content Knowledge of Pre-service Informatics Teachers (예비교사의 프로그래밍 교수내용지식 향상을 위한 프로그래밍 교육프로그램 설계)

  • An, Sangjin;Lee, Youngjun
    • The Journal of Korean Association of Computer Education
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    • v.19 no.2
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    • pp.1-10
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    • 2016
  • This study is for developing a programming education course to improve pre-service teachers' pedagogical content knowledge(PCK) of programming education. A 40-hour training course was designed with App Inventor, a block-based mobile programming environment, and with problem-based learning method and project-based learning method. After the curriculum was adopted to 12 undergraduate students, the effect of education was tested with a programming PCK questionnaire. As a result, after a 20-hour problem-based learning class, overall score and teaching method score were enhanced significantly. After another 20-hour project-based learning class, content knowledge, teaching method, and curriculum score were improved.

Pedagogical Content Knowledge and Professional Knowledge of Computer Teachers (교과교육 방법적 지식과 컴퓨터교사의 전문성)

  • Ahn, Mi-Lee
    • The Journal of Korean Association of Computer Education
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    • v.4 no.2
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    • pp.135-143
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    • 2001
  • Teachers' cognitive understanding of subject matter content have direct impact on the quality of students learning. In order to understand this, we need to investigate the relationships between the teachers' level of knowledge about the content and the instruction teacher provide for students. Professional development programs for computer education teachers include courses in computer science, curriculum studies, and the application of computers in the classroom. Effective teachers, however, have expertise in the subject matter content, know curriculum, and understand contextual knowledge for teaching computers in the classrooms. Although computer education have evolved for last 20 years, we have not yet made significant progress on researching "what" is the professional knowledge of computer teachers, and "how" they could be trained. Teacher's knowledge includes pedagogical and contextual knowledge of teaching the specific subject. The purpose of this paper is to understand the professional knowledge of computer teachers, and the adoption of PCK (pedagogical content knowledge). As a result of this paper, I hope to initiate further discussions and researches on PCK and its' implication for computer teachers and teacher preparation programs in Korea.

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An Analysis of Novice Teachers' Pedagogical Content Knowledge in Elementary Mathematics Teaching (초등학교 수학 수업에 나타난 초임교사의 교수학적 내용 지식 분석)

  • Kim, Yu-Kyung;Pang, Jeong-Suk
    • Journal of the Korean School Mathematics Society
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    • v.15 no.1
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    • pp.27-51
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    • 2012
  • This paper analyzed the pedagogical content knowledge (PCK) presented in three novice teachers' mathematics instruction. PCK was analyzed in terms of the knowledge of mathematics content, the knowledge of students' understanding, and the knowledge of teaching methods. Teacher A executed a concept-oriented instruction with manipulative materials because she had difficulties in learning mathematics during her childhood. Teacher B attempted to implement an inquiry-centered instruction in the lesson of looking for the area of a trapezoid. Teacher C focused on the real-life connection to mathematics instruction. There were substantial differences among the teachers' PCK revealed in mathematics teaching, depending on their instructional goals. The detailed analyses of three teachers' teaching in terms of their PCK will give rise to the issues and suggestions of professional development for beginning elementary school teachers in mathematics teaching.

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Research on the Factors Influencing Middle School Teachers' Mathematics Pedagogical Content Knowledge

  • Tong, Li;Qian, Xu-Sheng
    • Research in Mathematical Education
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    • v.14 no.4
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    • pp.323-332
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    • 2010
  • It is the development of a mathematics teachers' teaching knowledge that manifests a mathematics teacher's professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.

The Research on Pedagogical Content Knowledge(PCK) Focused on Instructional Consulting for Secondary Beginning Teachers (학습자 이해에 관한 초임교사의 수학 수업사례 분석)

  • Choe, Seung-Hyun;Hwang, Hye-Jeang
    • Journal of the Korean School Mathematics Society
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    • v.12 no.4
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    • pp.473-492
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    • 2009
  • Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

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The Research on Pedagogical Content Knowledge(PCK) Focused on Instructional Consulting for Secondary Beginning Teachers (내용교수지식(PCK)에 기초한 수업컨설팅에 관한 연구)

  • Choe, Seung-Hyun;Hwang, Hye-Jeang
    • Journal of the Korean School Mathematics Society
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    • v.12 no.1
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    • pp.27-45
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    • 2009
  • Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

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The Research on Pedagogical Content Knowledge(PCK) Focused on Instructional Consulting for Secondary Beginning Teachers (내용교수지식(PCK)에 기초한 수업컨설팅에 관한 연구 - 수학 초임교사의 사례를 중심으로-)

  • Choe, Seung-Hyun;Hwang, Hye-Jeang
    • School Mathematics
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    • v.11 no.3
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    • pp.369-387
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    • 2009
  • Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge (PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

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