scholarly journals The Finnish Product Development Teachers’ Perceptions of their Pedagogical Content Knowledge in Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 609-618
Author(s):  
Elina Mäkelä ◽  
Petra Auvinen ◽  
Tero Juuti
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Product Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Curriculum Design ◽  
Teacher Interviews ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge Based

AbstractThe paper concerns the Finnish product development teacherś perceptions on their pedagogical content knowledge in higher education settings. The aim is to describe and analyse what kind of pedagogical content knowledge the teachers have and, therefore, to provide a better understanding of the type of knowledge unique to product development teaching. The model of pedagogical content knowledge used here includes the components of product development content knowledge, pedagogical knowledge and pedagogical content knowledge. Based on seven teacher interviews, the main content knowledge concerns the process of product development, its different phases and methods as well as the usage of different software programs. The teachers use diverse teaching methods and their attitude towards educational technology is mostly positive. Course learning outcomes and working life are acknowledged when planning teaching, but only a few teachers take curriculum into account and participate in curriculum design. Even though the teachers use different evaluation methods in teaching, new ways of evaluation are needed. This may be something that innovative educational technology tools can make possible.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

scholarly journals Anvendelsesforpligtet grundforskning på læreruddannelsen

2018 ◽  
Vol 3 (1) ◽  
pp. 120
Author(s):  
Bo Nielson
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Pedagogical Knowledge ◽  
The West ◽  
Pedagogical Content ◽  
Knowledge Based ◽  
The Subject ◽  
Study Case ◽  
Teachers Professional Development

 Siden 2013 har læreruddannelsen fået pligt til at bedrive forskning og udvikling (FoU) som en del af kerneopgaven. Denne opgave er blevet implementeret på meget forskellige måder på landets læreruddannelser. I denne artikel argumenterer jeg for, at FoU skal balancere et ideal om transformation af praksis gennem udfordringsbasering og løsningsorientering, samtidig med at der skal ydes et substantielt bidrag til forskningsfeltet. FoU skal ligeledes balancere et ideal om praksisnærhed og medinddragelse samtidig med et ønske om generaliserbarhed og skalering. Artiklen afsluttes med en introduktion til interventionsforskningen som et konstruktivt bud på en ramme og struktur, der kan rumme ovenstående fordringer.  To be able to differentiate between approaches to teachers’ professional development, Cochran-Smith and Lytle have developed three conceptions of the relationships between teachers’ knowledge and their practice. One of these, Knowledge-of-practice, is the basis for this article, as we use Lesson studies to exemplify the potentials of approaches within this conceptualization. In Japan, Lesson studies are used in all subjects, whereas in the West the approach predominantly is used in Mathematics and with a focus on pedagogical content knowledge. Based on a lesson study case in the subject of Danish, we argue that approaches as lesson study provide teachers the possibility to research and solve teaching problems with a focus simultaneously on pedagogical knowledge and pedagogical content knowledge.

scholarly journals Læreres kompetenceudvikling - ud fra knowledge-of-practice

2018 ◽  
Vol 3 (1) ◽  
pp. 73
Author(s):  
Hanne Møller
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Pedagogical Knowledge ◽  
The West ◽  
Pedagogical Content ◽  
Knowledge Based ◽  
The Subject ◽  
Study Case ◽  
Teachers Professional Development

ResumeFor at kunne skelne mellem tiltag til lærerudvikling har Cochran-Smith og Lytle udviklet tre grundforståelser af forholdet mellem læreres viden og deres praksis. En af disse, Knowledge-of-practice, er udgangspunkt for artiklen, idet vi med Lektionsstudier eksemplificerer potentialerne ved at benytte tiltag inden for denne grundforståelse. I Japan benyttes lektionsstudier i alle fag, mens tiltaget i Vesten overvejende bruges i matematikfaget og med et fagdidaktisk fokus. Ud fra en case om lektionsstudier i danskfaget argumenterer vi for, at tiltag som lektionsstudier giver lærere mulighed for at udforske og løse problemstillinger i deres undervisningspraksis fra et samtidigt alment og fagdidaktisk perspektiv. AbstractTo be able to differentiate between approaches to teachers’ professional development, Cochran-Smith and Lytle have developed three conceptions of the relationships between teachers’ knowledge and their practice. One of these, Knowledge-of-practice, is the basis for this article, as we use Lesson studies to exemplify the potentials of approaches within this conceptualization. In Japan, Lesson studies are used in all subjects, whereas in the West the approach predominantly is used in Mathematics and with a focus on pedagogical content knowledge. Based on a lesson study case in the subject of Danish, we argue that approaches as lesson study provide teachers the possibility to research and solve teaching problems with a focus simultaneously on pedagogical knowledge and pedagogical content knowledge.

scholarly journals Scale development for pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge

2013 ◽  
Vol 33 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Esra Bukova-Güzel ◽  
◽  
Berna Cantürk-Günhan ◽  
Semiha Kula ◽  
Zekiye Özgür ◽  
...  
Keyword(s):  
Scale Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions

Improving Initial Teacher Education in Australia

2018 ◽  
pp. 50-71
Author(s):  
Glenn Finger
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Initial Teacher Education ◽  
Pedagogical Content ◽  
Innovation Fund ◽  
The Future

Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

Improving Initial Teacher Education in Australia

2018 ◽  
pp. 45-66
Author(s):  
Glenn Finger
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Initial Teacher Education ◽  
Pedagogical Content ◽  
Innovation Fund ◽  
The Future

Initial teacher education (ITE) programs are subject to agencies which shape and define them through regulatory accreditation processes (Lloyd, 2013a, 2013b). This chapter argues that the design of ITE programs needs to build the Technological Pedagogical Content Knowledge (TPACK) capabilities (Mishra & Koehler, 2006, 2008) of future teachers. After establishing that there are both accountability and improvement agendas, this chapter outlines the Teaching Teachers for the Future (TTF) Project, which involved all 39 Australian Higher Education Institutions providing ITE programs in Australia. The TTF Project was a 15 month long, $8 million project, funded by the Australian Government's ICT Innovation Fund which adopted an approach reflecting an improvement agenda. The TTF Project is discussed in terms of the TPACK conceptualisation guiding the project, and the research and evaluation of that project. The TTF Project's key outcomes are summarised, and these inform the presentation of solutions and recommendations.

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