The Influence of Teacher Education Programs on the Beliefs of Student Teachers: General Pedagogical Knowledge, Pedagogical Content Knowledge, and Teacher Education Course Work

1995 ◽  
Vol 14 (2) ◽  
pp. 157-178 ◽  
Author(s):  
Kim C. Graber
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
General Pedagogical Knowledge

The purpose of this study was to (a) examine how student teachers believed they incorporated general pedagogical knowledge into lessons, (b) examine how student teachers believed they incorporated pedagogical content knowledge into lessons, and (c) examine the beliefs held by student teachers regarding those elements of their teacher education program that most directly guided their practice. Twenty student teachers, 7 teacher educators, and 8 cooperating teachers were interviewed. Data were analyzed and grouped into themes. The results indicate that the degree to which students incorporated general pedagogical knowledge into teaching was contingent on the placement setting, support of the cooperating teacher, influence of pupils, and level the student teacher was teaching. Student teachers had greater difficulty incorporating pedagogical content knowledge. The student teachers from one university all believed they were primarily influenced by one particular teacher educator. A single powerful individual may be more important in shaping preservice student beliefs than an entire program of courses and experiences.

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

2021 ◽  
Vol 12 ◽  
Author(s):  
Shuo Li ◽  
Liyan Liu ◽  
Anne Li Jiang
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Education Program ◽  
Developmental Trajectories ◽  
Critical Element ◽  
Pedagogical Content ◽  
Factors Influencing

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.

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education

2014 ◽  
Vol 116 (2) ◽  
pp. 1-48 ◽  
Author(s):  
Chen Schechter ◽  
Tova Michalsky
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Repeated Measures ◽  
Practical Wisdom ◽  
Pedagogical Content ◽  
Instructional Framework ◽  
Preparatory Programs

Background Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Research Design We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachers’ pedagogical content knowledge and sense of teaching efficacy. Data Collection and Analysis Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable. Findings Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences. Recommendations The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2018 ◽  
pp. 1512-1541
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

scholarly journals The Pedagogical Knowledge Deployed by a Primary Mathematics Teacher Educator in Teaching Symmetry

Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1241
Author(s):  
Mª Isabel Pascual ◽  
Miguel Montes ◽  
Luis Carlos Contreras
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teacher ◽  
Teacher Educator ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Pedagogical Content ◽  
Primary Teacher Education ◽  
Prospective Primary Teachers

Although the knowledge required by mathematics teacher educators is a relatively recent area of research, there has been significant progress in the field over the last few years. The classic distinction of a teacher’s knowledge into content knowledge and pedagogical content knowledge prompts us to reflect in this regard on what should constitute the content of primary teacher education programmes, and how the educator might mediate this content to make it accessible to their prospective teachers. This paper aims to contribute to this progress through a study into the work of Lucas, a teacher educator, during the course of a training session with prospective primary teachers. Critical observation of the video recording brought to the fore salient teaching situations on the topic of symmetry, which led us to explore the pedagogical content knowledge deployed in the session through a guided interview with the educator. Analysis of extracts from this interview enabled us to identify three main categories of this PCK: knowledge about how to teach programme content; knowledge about the characteristics of prospective primary teachers’ learning; and knowledge about the standards and norms of primary teacher education programmes.

Catchment and River Management in Graduate Teacher Education : A Case Study of Student Teacher Learning and Teaching in the Upper uThukela Valley, KwaZulu-Natal

2021 ◽  
Author(s):  
◽  
Gavin Edward Craig Heath
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Design Research ◽  
Teaching Practice ◽  
Environmental Knowledge ◽  
Pedagogical Content ◽  
Social Ecological Systems

This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2015 ◽  
pp. 493-520 ◽  
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy C. Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

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