tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT Background and Context: Computing education is expanding, while the teaching of algorithms is less well studied. Objective: The aim of this study was to examine teachers’ pedagogical content knowledge (PCK) for teaching algorithms. Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary education (students aged 15–18). The data were analyzed qualitatively. Findings: We found two patterns of variation in teachers’ PCK. First, we detected variation in the teachers’ goals related to their view… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper argues that Young and Muller’s ‘powerful knowledge’ requires a more extensive conceptualization of the relation between knowledge and practice. However, rather than focus on the ‘practice turn’ in social theory as Carlgren has suggested, it is argued that what Rouse terms a ‘normative practice’ can help explicate the specialized activities that make powerful knowledge possible. The idea of normative practice provides a basis for the systematic revisability and specialized communities that are said to underpin powerful knowledge, while also illuminating how teachers recontextualise knowledge and reconciling the role of experience with other types of knowledge in a curriculum. Normative practice provides a basis for specialized and ‘knowledgeable’ purposeful practice which suggests that knowledge is never ‘for… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background In school-based physical education (PE) programs, teachers’ task to identify, assess, manage and communicate risk and safety and balance these with other pedagogical concerns is complex. Teachers’ knowledge is essential in generating quality PE and their specialized knowledge of risk and safety management (RSM) is crucial for creating safe learning environments and educative opportunities for students. However, studies of teachers’ RSM knowledge seem scarce and particularly studies including teachers’ perspectives. Purpose The purpose of this study is to explore how teachers develop their RSM knowledge for PE programs. Methods To gain data on teachers’ perspectives on RSM semistructured in-depth interviews were used to generate data. The study involves 17 primary and lower secondary PE teachers from Norway.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Recent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons. Yet, this type of instruction remains uncommon in schools. We argue that science teacher education has the potential to play a powerful role in promoting coherent science instruction in schools, but to reach this potential, science teacher education programs themselves must be coherent. Based on existing literature and our work in an international collaboration focused on effective practices in science teacher education, we identify key features of… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this study, we investigated which teacher characteristics influence student proficiency development regarding fractions in Grade 5 of Dutch primary education. At least three domains of research (i.e. perspectives) on effective teaching can be distinguished: studies focusing on teachers’ background characteristics, on their knowledge and conceptions regarding the subject they are teaching and on the domain-specific and general pedagogical characteristics of their teaching. In this study, effects of the three perspectives on student fraction proficiency were examined simultaneously using multilevel analyses. Findings revealed that teachers’ age and experience in the upper grades, their pedagogical content knowledge and the degree of student participation in their lessons had positive effects. Their subject matter knowledge, quality of their concept maps and… Continue Reading →
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