Understanding teachers' pedagogical knowledge

Sonmark, Kristina; Révai, Nóra; Gottschalk, Francesca; Deligiannidi, Karolina; Burns, Tracey

doi:10.1787/43332ebd-en

Cited by 13 publications

(25 citation statements)

References 93 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Вопросы, связанные с контингентом преподавателей вузов, ведущих подготовку педагогических кадров, тщательно не исследованы. Как правило, назначение на должность преподавателя педвуза основывается на научных достижениях, а не на соответствующих профессиональных навыках (Sonmark et al, 2017;Pozarnik, 2011), таких, как профессиональный опыт работы в школе, оценивание, разработка учебных программ, обучение и установление контактов с заинтересованными сторонами . До недавнего времени в Казахстане Министерство определяло квалификационные требования к преподавателям вузов, в том числе педагогическим.…”

Section: преподаватели вузов ведущих подготовку педагогических кадровunclassified

Analysis of Teacher Education in Kazakhstan in the Сontext of Modern International Practice

Sharplin

Ibrasheva

Shamatov

et al. 2020

JES

View full text Add to dashboard Cite

Section: преподаватели вузов ведущих подготовку педагогических кадровunclassified

Analysis of Teacher Education in Kazakhstan in the Сontext of Modern International Practice

Sharplin

Ibrasheva

Shamatov

et al. 2020

JES

View full text Add to dashboard Cite

“…Teacher's competence has been described to "comprise all the required cognitive knowledge for creating effective teaching and learning environments" (Guerriero, 2017b). The international Innovative Teaching for Effective Learning (ITEL) project was designed to assess in-service and pre-service teachers' professional qualities (Baumert and Kunter, 2013;Blomeke, 2017;Sonmark et al, 2017). ITEL expanded upon Shulman's (1986Shulman's ( , 1987 ideas and conceptualized teachers' competence as falling into the three broad areas; pedagogical knowledge, opportunities to learn, and affective-motivational attitudes (Guerriero and Revai, 2017;Sonmark et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation

Brick

Cooper

Mason

et al. 2021

Front. Hum. Neurosci.

View full text Add to dashboard Cite

After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers’ self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions for the Tier II secondary science teachers. Science teachers in both tiers completed the affective-motivational scales from the internationally vetted, multiscale Innovative Teaching for Effective Learning Teacher Knowledge Survey from the OECD. Tier II teachers completed the survey in a pre-post-delayed post design. Tier I teachers completed the survey after the workshop with their attitudes at that time and separately with retrospective projections of their pre-workshop attitudes. Ten of the 92 Tier II teachers participated in structured interviews at follow-up. Statistical analysis of survey data demonstrated improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach. Qualitatively, teachers expressed more confidence in their ability to motivate students, engage them through active learning, and manage the class through positive rather than negative reinforcement. Teachers’ own self-regulation improved as they made efforts to build supporting relationships with students. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers’ knowledge of students’ social and emotional needs, and promoting educational improvement.

show abstract

“…Teacher's pedagogical knowledge refers to teacher's understanding or acquisition to the specialized body of knowledge for teaching and creating effective learning environment for all students. Teacher's pedagogical knowledge can be classified based on learning theories and concepts teachers have [10]. There are at least three prominent theories and concepts about learning, which are behaviorism, cognitive-constructivism, and social learning.…”

Section: Teachers' Pedagogical Knowledgementioning

confidence: 99%

Teaching for What? - Investigating the Effect of Teacher's Pedagogical Knowledge on Elementary School Students' Life Satisfaction and Outcome

Affandi¹,

Saputra²,

Husniati³

2020

ujer

View full text Add to dashboard Cite

Understanding teachers' pedagogical knowledge

Abstract: This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

Cited by 13 publications

References 93 publications

Analysis of Teacher Education in Kazakhstan in the Сontext of Modern International Practice

Analysis of Teacher Education in Kazakhstan in the Сontext of Modern International Practice

Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation

Teaching for What? - Investigating the Effect of Teacher's Pedagogical Knowledge on Elementary School Students' Life Satisfaction and Outcome

Contact Info

Product

Resources

About