tandfonline.com – Agricultural pedagogical content knowledge (APCK)?
Læst 6 gange 
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
Pedagogical
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 – 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 – 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 – Towards Student-Centred Solutions and Pedagogical Innovations in Science Education through Co-Design Approach within Design-Based Research
eric.ed.gov har udgivet: The aim of this case study is to demonstrate how a co-design approach could be used within design-based research (DBR) with diverse multi-stakeholders in the LUMA1 ecosystem to promote social creativity towards novel student-based solutions and pedagogical innovations. As a case, a national LUMA2020 development program (2019-2020), organized by the national LUMA Centre Finland and funded by the Finnish Ministry of Education and Culture, was studied in detail. The different data sources (e.g. an action plan, written observations) were analysed through qualitative content analysis. The Edelson’s design-based research model used in the program offered a systematic framework or a map for codesigning both the action plan and its implementation. The co-design approach within the model was organised through three stages to engage all multistakeholders (altogether about three… Continue Reading
Eric.ed.gov – Secondary Computer Science Teachers’ Pedagogical Needs
eric.ed.gov har udgivet: The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in the Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore,… Continue Reading
Eric.ed.gov – Teachers’ Use of a Pedagogical Framework for Improvement in Mathematics Teaching: Case Studies from YuMi Deadly Maths
eric.ed.gov har udgivet: This paper describes the pedagogical framework used by YuMi Deadly Maths, a school change process used to improve mathematics teaching and thus enhance employment and life chances for socially disadvantaged students. The framework, called the RAMR cycle, is capable of being used by mathematics teachers for planning and delivering lessons and units of work with minimal training and external support, as demonstrated by three case studies. These, and other cases, suggest that the YuMi Deadly Maths approach is an effective model for scaling up professional development programs where school participation is voluntary and costs have to be minimised. Link til kilde