Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons

Amador, Julie M.; Rogers, Meredith Park; Hudson, Rick A.; Phillips, Andrea; Carter, Ingrid; Galindo, Enrique; Akerson, Valarie L.

doi:10.1016/j.tate.2022.103736

Cited by 11 publications

(8 citation statements)

References 36 publications

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“…Hence, it is important to ensure that EPPs provide virtual learning and teaching to create deliberate opportunities for teachers to implement and practice teaching methods and strategies as well as receive feedback. If teachers are prepared for pedagogy and content, it can make a huge difference in the overall effectiveness within the classroom, whether virtual or in-person (Darling-Hammond, 1999;Nuangchalerm, 2012;Amador et al, 2022). Peterson-Ahmad et al (2018) & Chandran et al (2021, illustrated that when effective virtual environments are created for teacher training, it can help refine specific pedagogical and behavior management methods.…”

Section: Virtual Learning and Educator Preparationmentioning

confidence: 99%

Investigating the Efficacy and Sustainability of Virtual Education Courses

Riegel,

Ajabnoor

2024

JUTLP

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As teacher educators prepare for the future of teacher education, it is important to address the sustainability of virtual education courses. This study used a pre-existing model provided by the New York State Education Department as a framework to define the types of courses that may appear in an education program. Data was collected using a convergent parallel mixed methods approach to simultaneously gather qualitative and quantitative data. A total of 640 education courses from accredited education programs across the United States were analyzed. Findings indicated the type of course did not play a role in the course effectiveness during the pandemic, suggesting all education courses can be delivered effectively in a virtual modality. The delivery method of undergraduate courses was indicated by participants to be less effective during the pandemic than graduate courses. Results suggest courses that involve fieldwork (i.e., Field Experience, Student Teaching, or Practicum) were indicated by participants to be the least sustainable as virtual courses post-pandemic. Results also suggest that although virtual education courses at the graduate level are sustainable in education programs post-pandemic, undergraduate courses may not be. Advantages to virtual course delivery clustered around logistics and access while challenges clustered around engagement and hands-on-learning. This study provides curriculum guidance to those across the globe in the position of making modality decisions.

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Section: Virtual Learning and Educator Preparationmentioning

confidence: 99%

Investigating the Efficacy and Sustainability of Virtual Education Courses

Riegel,

Ajabnoor

2024

JUTLP

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“…Artigos analisados 2021 Afandi et al, 2021;Allal, 2021;Amendum et al, 2021;Basu et al, 2021;Buckley-Walker & Lipscombe, 2021;Butler et al, 2021;Chin et al, 2021;Earle, 2021;Fitzgerald et al, 2021;Gane et al, 2021;Gezer et al, 2021;Glušac & Milić, 2021;Herbert, 2021;Hogenboom et al, 2021;Ibourk & Kendrick, 2021;Jong & Tan, 2021;Julião et al, 2021;Kalykbayeva et al, 2021;Kim & Lee, 2021;McFeetors et al, 2021;Mitsiakiet al, 2021;Mohamed et al, 2021;Monteiro et al, 2021;Nicholas et al, 2021;Omasta et al, 2021;OrdazVillegas & AcleTomasini, 2021;Pedasteet al, 2021;Roberts & Brugar, 2021;Sayac & Veldhuis, 2021;Schelling & Rubenstein, 2021;Schmitzet al, 2021;Syzdykbayeva et al, 2021;Tirado-Olivares et al, 2021;Torregrosa et al, 2021;Turner et al, 2021;van den Heuvel-Panhuizenet al, 2021;Wammes et al, 2021;Wikmanet al, 2021 2022 Amador et al, 2022;Bellindo-Garcia et al, 2022;Carrillo López ...…”

Section: Ano De Publicaçãounclassified

“…Esta amplitude de eixos de estudo evidencia o interesse investigativo na avaliação, ilustrando, por um lado, a complexidade das ações associadas à avaliação formativa e, por outro, a diversidade destas ações nas diferentes organizações escolares. Embora com menor expressão, há, igualmente, estudos focados na autoavaliação (Allal, 2021;Ryan et al, 2022;Torregrosa et al, 2021) e coavaliação (Allal, 2021;Torregrosa et al, 2021), na avaliação diagnóstica (Wammes et al, 2021(Wammes et al, , 2022 e na avaliação autêntica (McFeetors et al, 2021), isto é, estratégias de avaliação "concebidas de modo que haja similitude entre a tarefa de aprendizagem e a tarefa de avaliação" (McFeetors et al, 2021, p. 3). Estas opções investigativas convergem com a progressiva importância atribuída às dimensões pedagógicas de avaliação, estabelecendo-se uma mais sólida relação com o pensamento e a ação educativa (Duarte, 2021).…”

Section: Tabelaunclassified

“…À semelhança do que acontece em relação às crianças, também estes estudos são plurais nas suas intenções ou pontos de interesse. Alguns optam por um foco disciplinar, associado, por exemplo, ao modo como os educadores perspectivam a avaliação no âmbito no ensino do inglês (Mohamed et al, 2021), da educação física (Kim & Lee, 2022) ou da educação Matemática (Gamboa-Araya et al, 2022;Martin et al, 2022;Takele & Melese, 2022); outros estudos há que privilegiam trabalhos de investigação que ora procuram melhor esclarecer o modo como, genericamente, os docentes perspectivam as práticas ou finalidades de avaliação (Bellindo-Garcia et al, 2022;Monteiro et al, 2021), nomeadamente a avaliação diagnóstica (Mitsiaki et al, 2021;Wammes et al, 2022), ora visam analisar como grupos concretos constroem estes referenciais, como professores jovens (Amador et al, 2022). Qualquer uma das opções revela, pelo menos de forma implícita, a centralidade das concepções destes profissionais nas opções de avaliação (Duarte, 2021;Rosales López, 2014;Santos Guerra, 2014), afirmando-se como uma alternativa indireta para a compreensão do fenómeno.…”

Section: Tabelaunclassified

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A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura

Duarte

Fonseca

2023

EPAA

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O artigo corresponde a uma revisão sistemática da literatura, em que se procura analisar como se tem estudado a relação entre a educação primária e a avaliação pedagógico-curricular e quais são os principais resultados dessas investigações. Para a análise, consideraram-se 61 artigos com presença na Scopus e/ou na Web of Science. Enquanto principais resultados, destacam-se três ideias. A investigação privilegia trabalhos de natureza predominantemente técnica, através da validação de instrumentos. Existe uma certa desconsideração ontológica do ensino elementar, fazendo com que a investigação reforce lógicas de fragmentação curricular, deste contexto formativo. As políticas e práticas de investigação parecem não conseguir estabelecer um discurso contra-hegemónico que melhor permite analisar, problematizar e criticar as políticas educativas dominantes.

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“…The researchers also prepared an instrument to assess the satisfaction of research subjects and students with the TLC model learning environment at the TMA stages. These data sources have enabled researchers to address teachers' pedagogical reasoning (Amador et al, 2022)…”

Section: Preliminary Designmentioning

confidence: 99%

Developing RME-based lesson study for learning community in the learning environment of high school mathematics teachers

Rusiyanti¹,

Zulkardi²,

Putri³

et al. 2022

j. math. educ.

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Teachers' academic and professional competencies significantly improve the quality of their learning. An ongoing process is needed to support and develop their quality. This study developed a learning environment through the Realistic Mathematics Education (RME)-based Lesson Study for Learning Community (LSLC) for high school mathematics teachers. The model is valid and practical and potentially affects the learning quality of high school mathematics teachers. The research employed a design research method of development studies was conducted in three stages: the preliminary stage, the development or prototyping stage, and the assessment stage. Prototyping development is a formative evaluation in which the phases include self-evaluation, expert review, one-to-one, small group, and field tests. The research subjects were 15 high school mathematics teachers from four schools in Palembang. Data was collected through questionnaires, observation, and documentation. The research has resulted in a valid and practical teachers’ working group-learning community-class model that potentially affects high school, mathematics teachers. The learning environment is in the form of training in working groups for mathematics teachers, teacher mentoring in learning communities in schools, and teacher assessment learning processes in the classroom. The learning tools were produced using the RME-based LSLC system. The data analysis shows that the learning environment using the RME-based LSLC model can make high school mathematics teachers significantly understand learning, design learning tools, carry out learning, and evaluate learning. Consequently, the teachers’ academic competence and professionalism significantly improve their learning.

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Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons

Cited by 11 publications

References 36 publications

Investigating the Efficacy and Sustainability of Virtual Education Courses

Investigating the Efficacy and Sustainability of Virtual Education Courses

A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura

Developing RME-based lesson study for learning community in the learning environment of high school mathematics teachers

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