Pedagogical content knowledge in preservice preschool teachers and its association with opportunities to learn during teacher training

Torbeyns, Joke; Verbruggen, Sandy; Depaepe, Fien

doi:10.1007/s11858-019-01088-y

Cited by 33 publications

(28 citation statements)

References 24 publications

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“…This indicates that adequate subject matter knowledge is not necessarily a guarantee for satisfactory PCK. Actually, while professional courses which emphasize theory learning can enhance student-teachers' PCK (Kleickmann et al, 2013;Blömeke et al, 2017;Torbeyns et al, 2019), the idea that PCK as a dynamic and flexible entity only becomes meaningful in the classroom context (Park and Oliver, 2008;Alonzo and Kim, 2016;Evens et al, 2018) points to the equal importance of school-based teaching practice in enhancing student-teachers' PCK.…”

Section: Literature Review Pck and Sources For Its Developmentmentioning

confidence: 99%

Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge

Liu

Jiang

2021

Front. Psychol.

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Efforts to improve student–teacher education have recently focused on developing adequate Pedagogical Content Knowledge (PCK) as a critical element for effective preparation. Despite many initiatives implemented in teacher education programs, however, their effectiveness in developing student–teachers’ PCK and factors affecting the PCK development are under-researched and evidenced. Drawing upon theories about and research on PCK, this study examined whether a recently updated 2-year teacher education program could develop student–teachers’ PCK effectively and explored what factors influencing the PCK development of student–teachers with different developmental trajectories. Forty English-as-foreign-language (EFL) student–teachers on the program were involved as participants. This study employed a longitudinal research design. Data were collected at four different stages along with the program through the content representation matrix, interviews with all the participants, and focus group interviews with four particularly sampled participants. Findings revealed that the current teacher education program successfully enhanced student–teachers’ PCK and the factors influencing different PCK developmental trajectories were varied and personalized. Implications for teacher education are also discussed.

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Section: Literature Review Pck and Sources For Its Developmentmentioning

confidence: 99%

Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge

Liu

Jiang

2021

Front. Psychol.

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“…Besides developmental differences in teachers' professional knowledge as measured from a more cognitive perspective, scholars have also started to look at the development of professional knowledge that is more related to the classroom context. For instance, Torbeyns et al (2020) examined the impact of opportunities to learn in teacher education by comparing differences between 162 first-to-final year Flemish pre-service preschool teachers on a scenario-based assessment instrument (see Gasteiger et al 2020). They distinguished between the four previously described types of opportunities to learn: subjects, subject-related pedagogy, general pedagogy, and teaching practice (Kaiser and König 2019;Schmidt et al 2011).…”

Section: Development Of Professional Competencementioning

confidence: 99%

Expertise in developing students’ expertise in mathematics: Bridging teachers’ professional knowledge and instructional quality

Depaepe

Verschaffel

Star

2020

ZDM Mathematics Education

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This paper provides a survey of the research on the relationship between teachers' professional knowledge and their instructional quality in the domain of mathematics education. First, an overview is provided of the way in which mathematics professional knowledge has been conceptualized. Second, the relation between mathematics teachers' professional knowledge and instructional practice is outlined, with a special focus on the mediating role of teachers' professional beliefs and teachers' situationspecific knowledge and skills. Third, we describe the model of mathematics teachers' competence as an integrative model including knowledge, beliefs, situation-specific skills and observable classroom behavior. Fourth, we describe the current research on bridging teachers' professional knowledge and instructional quality, with special attention to recent issues with respect to the validation, development, and impact of professional competence. We end with some challenges for future research.

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“…PCK has basically been implemented by teachers as knowledge about effective teaching content. The two main components of this knowledge are the teacher's knowledge of student misconceptions and the teacher's knowledge of learning strategies (Depaepe et al 2018;Torbeyns et al 2020). Ball et al (2008) add that the PCK components are related to Knowledge of Mathematics Learning Standards (KMLS), where teachers need to be aware of curriculum specifications at each level.…”

Section: Introductionmentioning

confidence: 99%

“…This suggests that research on PCK relies on a cognitive approach to investigate the main components of teacher competence. Torbeyns et al (2020) formulates from a cognitive perspective that PCK is specific knowledge that is static and can be assessed independently from the classroom context which results in its investigation through a paper-and-pencil test. This perspective, however, has the drawback of limiting our insight into the main characteristics of the true PCK.…”

Section: Introductionmentioning

confidence: 99%

“…Pedagogical Content Knowledge (PCK) is knowledge included "the way of representing and formulating the subject that makes it comprehensible to others" (Depaepe et al 2018;Gasteiger et al 2020;Loewenberg Ball et al 2008;Ma'Rufi et al 2019;Norton, 2019;Torbeyns et al 2020). found categories of PCK consist of knowledge of content and students, knowledge of content and teaching, and knowledge of the curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Exploration of pre-service teachers’ pedagogical content knowledge in mathematics learning in senior high school based on gender and academic skills

Ma’rufi

Ikram

Ilyas

2020

Journal for the Education of Gifted Young Scientists

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In Indonesia, pre-service mathematics teacher education is strictly supervised so that Pedagogical Content Knowledge (PCK) becomes an important aspect to build the quality of learning. This study aimed to explore pre-service mathematics teachers' PCK based on gender and academic skills. To obtain rich and in-depth data, a qualitative approach was used. A total of 70 subjects aged between 19-21 years old participated in this study. There were two subjects selected based on their academic skills and gender. Using a grounded theory approach, we conducted a preliminary analysis, open coding, axial coding to obtain the three PCK components, namely Knowledge of Subject Matter (KSM), Knowledge of Pedagogy (KP), and Knowledge of Student (KS). Research findings revealed that the pre-service teachers' pedagogical content knowledge in terms of knowledge of subject matter was categorized as good in mathematics learning. As for their knowledge of pedagogy, the male subjects presented the concepts by employing the expository strategy, the female subjects with high skills used the guided discovery, and the female subjects with average skill also employed the strategy of expository. In the aspect of knowledge of students, the subjects with average skills overcame students' misconception by explaining the procedures and using the strategy of asking, but the subjects with high academic skills did not only implement the two previous strategies but also used their reasoning behind every procedure of problem-solving that they carried out. These findings can be used as recommendations for the development of mathematics learning.

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Pedagogical content knowledge in preservice preschool teachers and its association with opportunities to learn during teacher training

Cited by 33 publications

References 24 publications

Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge

Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge

Expertise in developing students’ expertise in mathematics: Bridging teachers’ professional knowledge and instructional quality

Exploration of pre-service teachers’ pedagogical content knowledge in mathematics learning in senior high school based on gender and academic skills

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