Investigating the Relationship between Subject Content Knowledge and Pedagogical Practice through the Analysis of Classroom Discourse

Childs, Ann; McNicholl, Jane

doi:10.1080/09500690601180817

Cited by 42 publications

(37 citation statements)

References 35 publications

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“…The implementation of dialogic approaches was mostly limited to the collection of pupil ideas rather than further exploration of these ideas. This may well indicate that student teachers lack confidence in their level of content knowledge (theme 6), an issue in-service teachers struggle with too (Childs & McNicholl, 2007;Colucci-Gray & Fraser, 2008). The student teachers also frequently brought up other reasons as to why dialogic approaches were not adopted with discipline and timing presented as the most important factors (themes 4 & 5).…”

Section: Discussionmentioning

confidence: 99%

Introducing Dialogic Teaching to Science Student Teachers

Lehesvuori¹,

Viiri²,

Rasku‐Puttonen³

2011

Journal of Science Teacher Education

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It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers' field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.

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Section: Discussionmentioning

confidence: 99%

Introducing Dialogic Teaching to Science Student Teachers

Lehesvuori¹,

Viiri²,

Rasku‐Puttonen³

2011

Journal of Science Teacher Education

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“…Sanders, Borko and Lockard (1993), Childs and McNicholl (2007), and Gess-Newsome and indicate that possession of specific, specialist SMK background imparts confidence to teachers as they approach within specialism teaching, providing a basis from which to plan and interact with students. Good SMK confers a sense of security, which supports a teacher in devising appropriate PCK.…”

Section: The Relationship Between Pck and Smk: Discussionmentioning

confidence: 99%

“…Their weaknesses in SMK thus impacted on their classroom practice. Childs and McNicholl (2007) probed the same issue as Sanders et al (1993) by analysing the discourse used by a single science teacher teaching within and outside specialism. In some respects, they report similar findings -that when the teacher was secure in her SMK, she could explain the science concept she was teaching more fully and accurately, resorting less often to simplistic dialogue based on interaction-response-feedback.…”

Section: Smk and Pck Are Separate Componentsmentioning

confidence: 99%

Pedagogical content knowledge in science education: perspectives and potential for progress

Kind

2009

Studies in Science Education

457

307

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-profit purposes provided that : a full bibliographic reference is made to the original source  a link is made to the metadata record in DRO  the full-text is not changed in any wayThe full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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“…A framework on explanations research was also incorporated (Mamiala, 2001).When compared to other Sunday papers, Sunday World was found to have a lot of items related to peoples's life challenges hence its choice. Opinions sought from the educators and learners were based on the frameworks described by Ogborn et al (1996), Childs & McNicholl (2007) and Chi (1997). Six learners and five educators (neighbours to the researcher) were purposively selected to seek their views on the categorised newspaper items.…”

Section: Methodsmentioning

confidence: 99%

Beliefs that manifest through newspaper items in relation to peoples’ life challenges and their potential to enhance a sustainable learning environment in school science

Mamiala

2013

TDSA

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The paper documents beliefs that manifest themselves through newspaper items and elaborates on their potential to enhance a sustainable learning environment in a school science lesson. "Learning environment" is depicted from different angles and includes virtual and real learning environments, school environments and classroom environments. Descriptive and item analyses were conducted on sixty-eight newspaper items that were identified. The nature of problems and prescriptions/solutions was categorised for each item and the paper further provides elaboration on the types of problems and recommended solutions. The results show that the "believed" structure contents in their newspaper items to catch the attention of the "believer". Lessons on the power of belief must be learnt by school science teachers if they are to succeed in creating a sustainable learning environment with improved performance in school science.

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Investigating the Relationship between Subject Content Knowledge and Pedagogical Practice through the Analysis of Classroom Discourse

Cited by 42 publications

References 35 publications

Introducing Dialogic Teaching to Science Student Teachers

Introducing Dialogic Teaching to Science Student Teachers

Pedagogical content knowledge in science education: perspectives and potential for progress

Beliefs that manifest through newspaper items in relation to peoples’ life challenges and their potential to enhance a sustainable learning environment in school science

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