Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research
TL;DR: In this paper, a systematic review of the way pedagogical content knowledge (PCK) was conceptualized and empirically studied in mathematics education research was carried out based on a systematic search in the databases Eric, PsycInfo and Web of Science.
About: This article is published in Teaching and Teacher Education.The article was published on 2013-08-01. It has received 400 citations till now. The article focuses on the topics: Educational research & Teacher education.
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12 Jul 2014
TL;DR: In this article, an analisar as diferentes denominacoes e encaminhamentos utilizados for os estudos that mapeiam campos de estudo, bem como avaliam e sintetizam resultados pesquisas apontando alguns indicativos metodologicos.
Abstract: Este artigo tem por finalidade analisar as diferentes denominacoes e encaminhamentos utilizados para os estudos que mapeiam campos de estudo, bem como avaliam e sintetizam resultados pesquisas apontando alguns indicativos metodologicos. Os estudos utilizados esta analise foram selecionados a partir da base de periodicos da Capes. Foram considerados na analise artigos oriundos prioritariamente do campo educacional, contudo buscou-se alguns artigos no campo de saude visto que a origem destes tipo de estudo se deu inicialmente neste campo, portanto, muitos estudos apresentam um detalhamento e uma especificacao metodologica mais clara que nos permitiu melhor caracterizar cada uma das denominacoes. Este trabalho permitiu com que observassemos a existencia de diversas nomenclaturas para o mesmo tipo de estudo, algumas vezes em uma mesma area; tambem pudemos constatar que diversos softwares sao utilizados para instrumentar o pesquisador na realizacao deste tipo de investigacao, contudo o valor e a credibilidade do estudo depende fundamentalmente da transparencia e do rigor metodologico empreendido pelo pesquisador.
189 citations
TL;DR: In this article, a systematic review of empirical research into mathematics teachers' situation-specific skills is presented, concluding that teachers' expertise and experience positively influence noticing and teachers' noticing can be successfully fostered by video-based professional development programs.
Abstract: Research in mathematics education has investigated teachers’ professional knowledge in depth, comprising two different approaches: a cognitive and a situated perspective. Linking these two perspectives leads to addressing situation-specific skills such as perception, interpretation and decision-making, indicative of revealing a teacher’s knowledge while in the act of teaching. The aim of this study is to systematically review empirical research into mathematics teachers’ situation-specific skills. From the databases Eric, PsycINFO and MathEduc a total of 60 articles were included in the review, based on specific criteria. The studies were categorized with respect to theoretical frameworks used, designs and methods applied as well as the main findings of each study. Teachers’ noticing or teachers’ professional vision, and teachers’ (situated) professional knowledge were found to be the most frequent frameworks. Designs ranged from comprehensive case studies with a variety of methods to confirmatory studies testing a large sample with standardized instruments. The main findings suggest: (1) Teachers’ expertise and experience positively influence noticing and teachers’ noticing can be successfully fostered by (video-based) professional development programs. (2) Pre-service teachers struggle with perceiving and interpreting students’ work. Thereby, their mathematical knowledge plays an important role. (3) Teachers’ in-the-moment decision-making is influenced by their knowledge, beliefs and goals. (4) Teachers’ knowledge and belief facets predict their situation specific-skills which in turn correlate with aspects close to instructional practice. (5) Teachers have difficulties interpreting tasks and identifying their educational potential. Methods and implication of this systematic review are thoroughly discussed.
164 citations
TL;DR: In this article, the authors investigate links between teacher competence, teaching quality, and student outcomes in elementary science education and find that teacher competence was positively related to students' interest; self-efficacy was positively linked to student achievement.
158 citations
TL;DR: In this paper, the authors examined students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation and found that teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students.
Abstract: This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from test-instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017
152 citations
TL;DR: The TPACK-21 questionnaire as discussed by the authors is validated using confirmatory factor analysis (CFA) and results provide a six factor CFA model aligning with the TPACK theoretical framework, and the associations among TPACK sub-constructs and the weak and strong areas of pre-service teachers' TPACK are discussed.
Abstract: Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development of their students’ twenty-first century skills. The technological pedagogical content knowledge (TPACK) framework provides a theoretical model for studying the ways in which teachers use ICT in education. Still, the TPACK framework faces certain difficulties, especially concerning the instruments currently used for studying TPACK. These challenges are primarily related to the psychometric properties of the instruments and areas of pedagogical knowledge. Within this paper we introduce a new TPACK questionnaire, the TPACK-21 questionnaire which is grounded on twenty-first century skills. The TPACK-21 questionnaire is validated using confirmatory factor analysis (CFA). Results provide a six factor CFA model aligning with the TPACK theoretical framework. Also, the associations among TPACK sub-constructs, and the weak and strong areas of pre-service teachers’ TPACK will be discussed.
144 citations
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...As Flora and Curran (2004) suggest, WLSMV may be better suited to estimating SEM parameters for ordinal data than maximum likelihood estimation....
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References
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01 Jan 1994
TL;DR: In the field of qualitative data analysis, qualitative data is extremely varied in nature. It includes virtually any information that can be captured that is not numerical in nature as mentioned in this paper, which is a generalization of direct observation.
Abstract: Qualitative data is extremely varied in nature. It includes virtually any information that can be captured that is not numerical in nature. Here are some of the major categories or types:
In-Depth Interviews
In-Depth Interviews include both individual interviews (e.g., one-on-one) as well as "group" interviews (including focus groups). The data can be recorded in a wide variety of ways including stenography, audio recording, video recording or written notes. In depth interviews differ from direct observation primarily in the nature of the interaction. In interviews it is assumed that there is a questioner and one or more interviewees. The purpose of the interview is to probe the ideas of the interviewees about the phenomenon of interest.
Direct Observation
Direct observation is meant very broadly here. It differs from interviewing in that the observer does not actively query the respondent. It can include everything from field research where one lives in another context or culture for a period of time to photographs that illustrate some aspect of the phenomenon. The data can be recorded in many of the same ways as interviews (stenography, audio, video) and through pictures, photos or drawings (e.g., those courtroom drawings of witnesses are a form of direct observation).
Written Documents
Usually this refers to existing documents (as opposed transcripts of interviews conducted for the research). It can include newspapers, magazines, books, websites, memos, transcripts of conversations, annual reports, and so on. Usually written documents are analyzed with some form of content analysis.
sumber : http://www.socialresearchmethods.net/kb/qualdata.php
18,082 citations
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
Abstract: Este articulo fue un discurso presidencial en la reunion de America Educational Research Association de Chicago el ano 1985. -- Curioso sobre el por que el publico a menudo tiene una baja opinion sobre el conocimiento de los profesores, Shulman observa la historia de evaluaciones docentes. En la segunda mitad del 1800, las evaluaciones para quienes deseaban ensenar se basaban casi por completo en contenido. Para el ano en que el autor escribe el articulo, en 1985, la evaluacion era completamente distinta. En lugar de enfocarse en contenido, se enfocaba en topicos como planificacion de clases, sensibilizacion cultural, y otros aspectos de la conducta docente. Mientras los topicos usualmente tenian raices en la investigacion, claramente no representan el amplio espectro de habilidades y conocimientos que un docente necesita para ser efectivo. Mas especificamente, para los anos 80', la evaluacion docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preocupaba por la pedagogia.
15,740 citations
01 Jan 2005
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
Abstract: Lee S. Shulman builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection. "This emphasis is justified" he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past". To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? And What are the implications for teaching policy and educational reform? The answers -informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners- go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars,
13,211 citations
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...
Abstract: Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, ...
12,926 citations
TL;DR: In this paper, the authors propose a conceptual framework for educational technology by building on Shulman's formulation of pedagogical content knowledge and extend it to the phenomenon of teachers integrating technology into their pedagogy.
Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
7,328 citations