Evaluation of PCK in STEM Residency Programs: Challenges and Opportunities

Sloan, Kay; Allen, Alison; Bass, Kristin M.; Milligan-Mattes, Erin

doi:10.1007/978-3-319-97475-0_9

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Nevertheless, not all components of PCK for STEM were explicitly developed through post-lesson discussions and observations of the lessons, which were conducted by knowledgeable teachers. This occurrence supports the significance of tacit knowledge related to PCK for STEM, which would be gradually developed throughout the career path rather than explained by knowledgeable teachers and transferred to other LS members (Loughran et al, 2004;Sloan et al, 2018).…”

Section: Discussionsupporting

confidence: 66%

“…Regarding PCK for STEM, what we have knowledge about (from previous studies) is mainly focused on the conceptualization and defining of PCK and the effective instructional practices for STEM (Saxton et al, 2014), conceptualizations of PCK for STEM in disciplines such as technology and engineering (De Miranda, 2008), and the evaluation of PCK in STEM residency programs (Sloan et al, 2018). While some previous studies explored the PD, which helped teachers to develop their PCK, it occurred outside their own settings, and teachers still struggled to implement STEM lessons.…”

Section: Stem Educationmentioning

confidence: 99%

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Enhancing pedagogical content knowledge for STEM teaching of teacher candidates through lesson study

Lertdechapat

Faikhamta

2021

IJLLS

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PurposeThis study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology, engineering and mathematics (STEM).Design/methodology/approachA multiple case study design was undertaken using the social-constructivist paradigm. The authors explored similarities and differences within and among four cases of teacher candidates who collaborated with a cooperating teacher and a university mentor. The data were collected from field observations, post-lesson discussions and follow-up interviews; it was then content analyzed and validated using negative case analysis.FindingsLearning from post-lesson discussions within their own LS clusters, including a teacher candidate, his/her cooperating teacher and university mentor, could help teacher candidates develop their PCK for STEM, rather than gain experience through several rounds of LS engagement. The foci of post-lesson discussions, which were discussed by each LS cluster the most, were students' context, teaching and STEM prototypes, while knowledge of instructional strategies for teaching STEM was mostly related to the previously mentioned foci. Teacher candidates' confidence in teaching STEM lessons seemed to improve when they designed and discussed the overall lessons with their LS clusters.Originality/valueThe STEM-specific LS model was proposed to support the exploration of the struggles and successes of student learning before designing the purpose of the LS and enacting its phases; the implementation of LS could be the tool for enhancing teacher candidates' PCK for STEM teaching.

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Section: Discussionsupporting

confidence: 66%

Section: Stem Educationmentioning

confidence: 99%

Enhancing pedagogical content knowledge for STEM teaching of teacher candidates through lesson study

Lertdechapat

Faikhamta

2021

IJLLS

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Exploring Teacher’s Pedagogical Content Knowledge Improvement: The Opportunity and Challenging of Integrated STEM Learning Approach for Non-STEM Majors

Raja

Abdurrahman

Setiyadi

2020

J. Phys.: Conf. Ser.

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The urgency of developing pedagogical content knowledge (PCK) had been investigated in many studies. This was in line with the emerging trend of STEM learning approaches recently. We explored non-STEM teacher’s PCK improvement, where teachers teach in the fields of study that lead to disciplines of science, technology, mathematics, and engineering in an integrated manner. However, only a few studies have reported perceptions of non-STEM teacher’s perception towards their PCK that were associated with the implementation of an integrated STEM-based approach. This study was aimed to explore non STEM teacher’s PCK improvement that was related to the integrated STEM learning approach. We used explanatory mixed method design to collect the data, then the data were analyzed using qualitative descriptive technique. Results indicated that teachers’ PCK improvement reached the satisfying expectation. Their PCK were increased in STEM dimension even though they were actually from non-STEM majors. However, this study only revealed that teachers’ beliefs about PCK were related to the STEM approach. Further research should have reached the form of PCK actualization that can be shown by the teacher.

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Enhancing Teacher Readiness and Retention in STEM Education Through PCK Development

Tsarkos

2024

Advances in Educational Marketing, Administration, and Leadership

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STEM education is a constantly expanding area that proposes a holistic approach to teaching science and technology in order for students to gain crucial 21st-century skills. This approach's inception highlighted the educator's readiness to adopt new or alter current teaching techniques. The multiple issues and obstacles that starting teachers confront in their early careers, as well as new teaching requirements, have exacerbated the already high rates of attrition and turnover, making the function of STEM pedagogical content knowledge (PCK) more important than ever. As a result, the goal of this chapter is to provide a review of the literature on the potential of STEM-PCK to improve teacher preparation and retention. Taking into account new educational data after the outbreak of the pandemic, the chapter suggests and demonstrates projects based on transnational collaborations that would facilitate the exchange of best practices in higher education to support teachers.

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Evaluation of PCK in STEM Residency Programs: Challenges and Opportunities

Cited by 3 publications

References 7 publications

Enhancing pedagogical content knowledge for STEM teaching of teacher candidates through lesson study

Enhancing pedagogical content knowledge for STEM teaching of teacher candidates through lesson study

Exploring Teacher’s Pedagogical Content Knowledge Improvement: The Opportunity and Challenging of Integrated STEM Learning Approach for Non-STEM Majors

Enhancing Teacher Readiness and Retention in STEM Education Through PCK Development

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