tandfonline.com – Agricultural pedagogical content knowledge (APCK)?
Læst 6 gange 
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
knowledge
Eric.ed.gov – Improving Middle Grades STEM Teacher Content Knowledge and Pedagogical Practices through a School-University Partnership
eric.ed.gov har udgivet: This paper outlines a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers. This externally funded initiative includes onsite, authentically situated professional development for pre- and in-service teachers at three different urban, low-socioeconomic schools with a majority Hispanic population of students. Program objectives include increasing mathematics and science content knowledge, increasing self-efficacy in teaching math and science, building and incorporating a success-driven school culture and infrastructure to increase student performance in a well-articulated, scalable and transformable model. Program components include site based common planning times, STEM Thursdays where science and mathematics lessons are practiced and refined, authentic summer research opportunities for pre- and in-service teachers to work with scientists and university faculty, teacher certification workshops and a mentoring model… Continue Reading
Eric.ed.gov – Promoting Interface and Knowledge Sharing: A Joint Project between General and Special Education Preservice Teachers
eric.ed.gov har udgivet: This article reports the findings of a joint unit plan critique project between two preservice teacher cohorts seeking teacher certification in general education and special education respectively. The paper addressed three questions: 1) What common affordances does this joint project have for the general and special education preservice teachers? 2) What unique affordances does it have for each of the groups? 3) What do the preservice teachers learn about the use of visuals, technology, and UDL principles to create accessible math lessons for all students? The results showed that the project impacted positively on the preservice teachers by allowing them to gain deeper understanding of professional collaboration and use of technology and visual resources to differentiate instruction for all students. Link til kilde
Eric.ed.gov – Inquiring into Pre-Service Content Area Teachers’ Development of Literacy Practices and Pedagogical Content Knowledge
eric.ed.gov har udgivet: The focus of this qualitative multi-year case study is on preservice teachers’ experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall growth in participants’ developing pedagogical content knowledge as well differences in the depth of their learning. All participants willingly supported the idea of integrating literacy in content area courses, but their successes were somewhat uneven, and reflective of their evolving pedagogical content knowledge, as they attempted to make literacy practices a regular part of their teaching practices. Our findings should be of interest to teacher education programs and school districts in supporting pre-service and beginning teachers as… Continue Reading
Eric.ed.gov – Anthropological Analysis of Content Knowledge of Preservice Elementary Mathematics Teachers’ on Graphs
eric.ed.gov har udgivet: The purpose of this study is to analyse the content knowledge on graphs of pre-service elementary mathematics teachers from an anthropological perspective. 112 pre-service elementary mathematics teachers participated in the study. Concentric mixed pattern research method has been used in the study. The data was collected through Graphic Content Knowledge Scale and interview method in order to examine the content knowledge of primary school math teacher candidates related to graphics anthropologically. This scale which was developed within the frame of determined institutional recognitions includes graphic concept and its usage conditions, graphic types and different display forms, making proper transformations between graphics related to a given context, graphic reading, graphic interpreting and graphic drawing skills. In addition, for the purpose of having a more detailed review of the… Continue Reading
Eric.ed.gov – Pathfinder Analysis of Knowledge Structures: An Exploratory Investigation of Math and Science Teacher Educators.
eric.ed.gov har udgivet: The present study was an exploratory study of the content-specific knowledge structures of three teacher educators (two in math and one in science). Pathfinder, a method for eliciting associative memory networks, was used to describe the knowledge structures of the teacher educators. Pathfinder was also used to determine changes in knowledge structures of students enrolled in a teaching methodology class taught by each educator. Finally, a measure of the correspondence between students’ knowledge structures and those of the teacher educators was correlated with students’ performances in the courses. For two teacher educators, students’ knowledge structures corresponded more closely with that of the teacher educator after the course than before. For one teacher educator, students exhibited little change in knowledge structure correspondence. Also, students who corresponded most to… Continue Reading
Eric.ed.gov – Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010
eric.ed.gov har udgivet: This report examines the impact of content-intensive Professional Development (PD) on teachers’ math content knowledge, their instructional practice, and their students’ achievement. The study’s PD had three components, totaling 93 hours. The core of the PD was “Intel Math,” an intensive 80-hour workshop delivered in summer 2013 that focused on deepening teachers’ knowledge of grades K-8 mathematics. Two additional PD components totaling 13 hours were delivered during the 2013-14 school year: the “Mathematics Learning Community,” a series of five 2-hour collaborative meetings focused on analyzing student work; and “Video Feedback Cycles,” a series of three one-on-one coaching sessions where teachers’ lessons were observed and critiqued. The purpose of these two components was to reinforce the math content in Intel Math and help teachers apply the content to… Continue Reading
Eric.ed.gov – Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. Executive Summary. NCEE 2016-4009
eric.ed.gov har udgivet: Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment’s math problem-solving test, U.S. 15-year-olds outperformed students in only 6 of the 34 participating countries. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of mathematical concepts. Teachers may thus benefit from professional development (PD) that deepens their own conceptual understanding of math. Elementary school teachers may especially benefit from content-focused PD because they are less likely to formally study math in college than secondary… Continue Reading
Eric.ed.gov – The Development Process of a Mathematic Teacher’s Technological Pedagogical Content Knowledge
eric.ed.gov har udgivet: Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of this study is to examine the development of the TPCK of a mathematics teacher who participated in in-service training course organized for the use of Geogebra software in geometry teaching. The in-service training is designed in accordance with the Technology Integration Model stages, and Geogebra software is used taking into account the learning outcomes of 9th and 10th grade secondary school geometry. The case study method has been employed, and data was collected through interviews, observation, self-assessment forms, and field… Continue Reading
Eric.ed.gov – Elementary Pre-Service Teacher Knowledge and Transfer of Mathematics Intervention Practices
eric.ed.gov har udgivet: The purpose of this study was to examine how elementary pre-service teachers’ transferred mathematics instructional practices learned in a methods course at the university to a field-based classroom setting using response to intervention (RTI) methodology. Pre-service teachers (PSTs) implemented a required Mathematics Interaction Project with small groups of elementary students in the field. The project consisted of initiating a screening instrument on a targeted math skill, providing four to six intervention lessons, and then tracking student progress using formative and summative assessment measures. Data were generated through document analysis of the MIP reflection submissions and focus group interviews with 22 participants. Findings indicate that most PSTs’ transferred mathematics instructional practices such as manipulative use, lesson planning, and assessment to the field-based setting. However, only candidates with a… Continue Reading