Undergraduate Professors’ Pedagogical Content Knowledge: The case of ‘amount of substance’

Padilla, Kira; Ponce-de-Leon, Ana Maria; Rembado, Florencia; Garritz, Andoni

doi:10.1080/09500690802187033

Cited by 75 publications

(37 citation statements)

References 11 publications

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“…Shulman (1987) originally defined PCK as "the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learning, and presented for instruction" (p. 8), and "the particular form of content knowledge that embodies the aspects most germane to its teachability" (p.9). However, this highly specialized form of professional knowledge is embedded in individual teachers' classroom practice (Padilla et al 2008) and is rarely articulated within the teaching community of practice. To help clarify the nature of a teacher's PCK Shulman (1986bShulman ( , 1987 proposed that it comprises two components: knowledge of what he calls 'representations' i.e., instructional strategies illustrations, analogies, explanations and demonstrations that teachers use to make certain subject matter comprehensible to their students; and knowledge of students' 'learning difficulties' i.e., students' misconceptions, naïve ideas gained through interpretation of prior learning, experiences or preconceived ideas about a topic, as well as knowledge of any other potential barriers to learning subject matter, such as how concepts inter-relate and strategies to help solve problems.…”

Section: Exploring Pck To Learn About Teachingmentioning

confidence: 99%

Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education

2010

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This paper presents findings from an exploratory study into a science teacher education initiative that seeks to build the foundations on which novice teachers can begin developing their pedagogical content knowledge (PCK). The initiative involved the use of Content Representations (CoRes), which were originally developed as part of a strategy for exploring and gaining insights into the PCK of expert science teachers. As the student teachers explored existing CoRes the course lecturer saw potential for more effectively developing their PCK through engaging them in constructing their own CoRes for new topics. When given the opportunity, student teachers found the task challenging and their lack of classroom experience and experimentation proved to be a limiting factor. However, the contribution such a task could make to their future PCK development remained a distinct possibility in the lecturer's view. In the following year she carefully scaffolded the learning prior to CoRe construction such that the student teachers could more readily access relevant knowledge when attempting such a task. Their resultant CoRes and comments indicate that with appropriate and timely scaffolding the process of CoRe construction does have the potential for PCK development for novice teachers.

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Section: Exploring Pck To Learn About Teachingmentioning

confidence: 99%

Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education

2010

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“…They also used classroom observations as prompts for attempting to Bunpack^the teachers' PCK through stimulated recall. CoRe and PaPeRs were also used by other investigators (e.g., Nilsson and Loughran 2012;Padilla et al 2008). To capture PCK development in beginning teachers, Friedrichsen et al (2009) used interview transcripts from teachers as primary data sources, and lesson plans, lesson artifacts, videotapes of classroom teaching, and field notes from observation as secondary data sources.…”

Section: Elicitation Of Pckmentioning

confidence: 99%

Relating Teacher PCK and Teacher Practice Using Classroom Observation

Barendsen

Henze

2017

Res Sci Educ

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Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship between teacher knowledge (as formulated by the teacher) and classroom practice, especially in the context of an educational innovation. In this study we explored a possible way to investigate this relationship in an in-depth and systematic fashion. To this end, we conducted a case study with a chemistry teacher in the context of the implementation of a context-based science curriculum in The Netherlands. The teacher's PCK was captured using the Content Representation form by Loughran, Mulhall, and Berry. We used an observation table to monitor classroom interactions in such a way that the observations could be related to specific elements of teachers' PCK. Thus, we were able to give a detailed characterization of the correspondences and differences between the teacher's personal PCK and classroom practice. Such an elaborate description turned out to be a useful basis for discussing mechanisms explaining the relationship between teachers' knowledge and teachers' actions.

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“…(Tabla 1) Posterior a la aplicación del cuestionario, se aplicó una entrevista semi-estructurada tomando como modelo la entrevista el CoRes (Content Representation) en la cual el profesor (o los profesores en grupos pequeños) responde a diversas preguntas que tratan de hacer explícito su PCK sobre algún contenido específico. Este instrumento fue desarrollado por John Loughran y sus colegas de la Universidad de Monash (Loughran et al, 2004) y ha sido ampliamente utilizado para describir y documentar el PCK de profesores secundaria y primaria, especialmente en profesores de ciencia (Abell, 2008;Espinoza et al, 2011;Nilsson y Loughran, 2012;Padilla et al, 2008) con estas preguntas se indagó sobre aspectos relacionados sobre la temática como son tipos de estrategias, conocimientos previos para el tema entre otros y permitió tener una información más amplia, sobre la visión que poseen los estudiantes, en cuanto al diseño, apropiación y enseñanza de problemas aritméticos para los grados de la básica primaria.…”

Section: Marco Teorico Y Metodologiaunclassified

Pensamiento Aritmético en Estudiantes de Licenciatura en Matemáticas de la Universidad de Sucre

Bertel

Barboza

2018

Form. Univ.

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ResumenSe han analizado y caracterizado los tipos de problemas aritméticos, que formulan los estudiantes del programa de Licenciatura en Matemáticas de la Universidad de Sucre. El tipo de estudio fue descriptivo e interpretativo y se tomó una muestra de 39 estudiantes de séptimo y octavo semestre. Se aplicó un cuestionario que indagó sobre su pensamiento aritmético, en particular sobre la redacción de los problemas de estructura aditiva. Los resultados muestran, que los problemas planteados por los estudiantes, son en su mayoría de tipo verbal y numérico, siendo escasos los del tipo gráfico. Además 80% de los problemas, son sólo formulados, desde una sola estructura semántica; en este caso la de estructura de cambio, ubicando siempre la pregunta al final. El estudio evidencia, el desconocimiento de los estudiantes, con respecto al campo de las estructuras aditivas y en especial la formulación de situaciones problemas para el nivel de escuela básica primaria, donde les corresponderá enseñar en el futuro. Palabras claves: formación; docentes; problemas; aritmética; estructura aditiva Arithmetic Thinking in Undergraduate Students in Mathematics at the University of Sucre AbstractArithmetical problems, which were designed by students of the undergraduate program in mathematics at the University of Sucre were analyzed and characterized. The study was of the type descriptive and interpretative and a sample group of 39 students in the seventh and eighth semester. A questionnaire that asked about their arithmetical thought, in particular on the wording of the additive structure problems was applied. The results show that the problems proposed by students are mostly verbal and numerical, being scarcely of the graphic type. Also, 80% of problems are only formulated from a single semantics frame; in this case the structure of change, placing the question always at the end. The report evidences the students' lack of awareness of the field of additive structures, and especially of the formulation of problem situations, for the basic level of primary school, where they will have to teach in the future.

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Undergraduate Professors’ Pedagogical Content Knowledge: The case of ‘amount of substance’

Cited by 75 publications

References 11 publications

Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education

Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education

Relating Teacher PCK and Teacher Practice Using Classroom Observation

Pensamiento Aritmético en Estudiantes de Licenciatura en Matemáticas de la Universidad de Sucre

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