Developing science teachers' pedagogical content knowledge

Driel, Jan van; Verloop, Nico; Vos, Wobbe de

doi:10.1002/(sici)1098-2736(199808)35:6<673::aid-tea5>3.3.co;2-9

Cited by 196 publications

(288 citation statements)

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“…All studies in our data set agree that TPCK stems from Shulman's (1986) PCK. And as there is no universal agreement what PCK entails (Van Driel et al 1998), there is also no agreement on what TPACK is (Cox & Graham 2009;Graham, 2011;Niess 2011). However, two key characteristics of PCK are clear: PCK is about (1) knowledge if representations of domain knowledge, and (2) understanding of specific learning difficulties and student perceptions related to the teaching of particular topics of the domain.…”

Section: Discussionmentioning

confidence: 99%

“…Second, as teacher knowledge and beliefs are closely related, we also need further research focused on the complex relationship between TPACK (teacher knowledge), teacher practical knowledge and teacher beliefs. Van Driel et al (1998) used the term craft knowledge in their study about PCK. Craft knowledge refers to 'teachers' accumulated wisdom with respect to their teaching practice' (p. 674).…”

Section: Discussionmentioning

confidence: 99%

“…They further claimed that as soon as a technology has become transparent and ubiquitous in educational practice, it becomes part of PCK, and therefore, they referred to TPACK as a sliding framework. Second, they stressed the importance of domain knowledge based on the understanding that two key characteristics constitute PCK (Van Driel et al 1998): knowledge of representations of domain knowledge; and understanding of specific learning difficulties and student conceptions related to the teaching of particular topics of the domain. For this reason, Cox and Graham (2009) defined TPACK as 'teacher's knowledge of how to coordinate subject-or topic-specific activities with topic-specific representations using emerging technologies to facilitate student learning' (p. 64).…”

Section: The Development Of the Conceptmentioning

confidence: 99%

See 2 more Smart Citations

Technological pedagogical content knowledge – a review of the literature

Voogt

Fisser

Roblin

et al. 2012

Computer Assisted Learning

771

416

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Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be competent in all three domains. This study is a systematic literature review about TPACK of 55 peer‐reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Implications of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both determine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology‐enhanced lessons was found as a promising strategy for the development of TPACK in (student‐)teachers. Future directions for research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Development Of the Conceptmentioning

confidence: 99%

See 1 more Smart Citation

Technological pedagogical content knowledge – a review of the literature

Voogt

Fisser

Roblin

et al. 2012

Computer Assisted Learning

771

416

View full text Add to dashboard Cite

show abstract

“…For knowledge of students' conceptions, it is important for teachers to develop knowledge of how students think about and learn specific content (Lee & Luft, 2008;Park & Oliver, 2008;Van Driel et al, 1998). This knowledge of students can include areas of likely difficulty as well as potential diversity in ability and learning style (Park & Oliver, 2008).…”

Section: Pedagogical Content Knowledge Of Argumentationmentioning

confidence: 99%

“…An important component of PCK is knowledge of instructional strategies including examples, representations and explanations (Lee & Luft, 2008;Park & Oliver, 2008;Shulman, 1986;Van Driel et al, 1998). In this professional development series, we asked teachers to integrate argumentation into their existing science curriculum.…”

Section: Pck Of Argumentation Instructional Strategiesmentioning

confidence: 99%

Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers

2013

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One of the hallmarks of science and science education is the production of new knowledge about the natural world through objective argument and critique. Teachers’ understanding of scientific argumentation impacts how they incorporate this important scientific practice into science classrooms. This study examined how three professional development workshop series grounded in authentic practice impacted 70 elementary, middle, and high school teachers’ pedagogical content knowledge (PCK) for scientific argumentation. Data sources included pre‐ and postsurveys, videotapes of the workshops, artifacts produced by the teachers, and samples of student writing. Results from the analysis suggest that the workshops were successful in teachers’ development of PCK for argumentation in relation to the structural components of students’ science writing. However, the teachers also had a number of challenges. Specifically, teachers struggled with analyzing classroom discussions for both structural and dialogic characteristics of argumentation, had difficulty applying the reasoning component of argumentation to classroom practice, and found designing argumentation questions to be challenging. Finally, elementary teachers connected argumentation to other disciplines whereas high school teachers focused more on the science content. These challenges and differences between teachers should be considered in the design of future professional development and preservice teacher education.

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A Design Framework for theELTeachProgram Assessments

Young

Freeman

Hauck

et al. 2014

ETS Research Report Series

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ELTeach is an online professional development program consisting of two courses, English‐for‐Teaching and Professional Knowledge for English Language Teaching (ELT). Each course includes a coordinated assessment leading to a score report and certificate for individual teachers. Developed with reference to international and national teaching standards, and drawing on the resources of various national English‐language curricula and teaching materials, the program is designed to ensure that teachers have the functional classroom English language and the professional knowledge to support the implementation of the English‐language curricula they are expected to teach. In this document, we outline the design and development process followed in creating the two ELTeach assessments—the Test of English‐for‐Teaching (TEFT™) and the Test of Professional Knowledge (TPK™). The paper is organized into the following sections: (a) the purposes and intended uses for test scores/certificates, (b) the target populations, (c) the construct definitions, (d) the program frameworks and domain descriptions, (e) the test designs, (f) the scoring systems, and (g) directions for research in support of the program.

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Developing science teachers' pedagogical content knowledge

Cited by 196 publications

References 0 publications

Technological pedagogical content knowledge – a review of the literature

Technological pedagogical content knowledge – a review of the literature

Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers

A Design Framework for theELTeachProgram Assessments

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