Subject-matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter

Abstract

Pedagogical content knowledge is made up of several components. In this paper we concentrate on one of these: teachers' planned presentations of the subject-matter. We deal with two main sources of this component of pedagogical content knowledge: knowledge about the subject-matter and knowledge about students. Illustrations are given in two mathematical domains: functions and undefined mathematical operations. The paper concludes with a discussion of the nature of teachers' knowledge and the interconnections between the three constructs: subject-matter knowledge, knowledge about students, and knowledge about ways of presenting the subject-matter. S u b j e c t -m a t t e rEven though it is usually assumed that teachers' subject-matter knowledge and pedagogical content knowledge are interrelated there is little evidence

Pre-Service Science Teachers’ PCK: Inconsistency of Pre-Service Teachers’ Predictions and Student Learning Difficulties in Newton’s Third Law

“…There are only a few large-scale studies via paper-and-pencil tests available (Even & Tirosh, 1995;Schmelzing et al, 2013;Rowan et al, 2001), especially in the field of physics (Etkina, 2010). To gain an insight into the methodology of paperand-pencil questionnaire, related studies were classified into two groups and specifically reviewed as follows.…”

Implementation of Pedagogical Content Knowledge (PCK) of Mathematics Teachers in Teaching Practice: A Case Study

“…As for the components of the knowledge of the students and their teaching practices, S2 has a shift from the PCK to implentation PCK in teaching practice by category down. Even and Tirosh (1995) investigated the teacher's knowledge of the students and found that teachers are reluctant to try to understand the source of the students' responses although they need this information to make appropriate instructional decisions to help students learn. When students give a wrong answer they tend to explain the correct answers rather than asking students how they find the answer.…”

Ortaokul Matematik Öğretmenlerinin Temsil Kullanımına İlişkin Öğrenci ve Öğretim Stratejileri Bilgileri

“…Aynı şekilde öğretmenlerin öğrenci çözümlerini değerlendirmelerindeki eksikliklerde yine alan bilgisinin eksikliğinin bir sonucu olarak değerlendirilmiştir (Even & Tirosh, 1995).…”

“…Bu konudaki sınırlı çalışmalar içinde bu nedenler Baştürk'ün (2009) öğretmen adayları ile yaptığı çalışmada bildirilen nedenler ile benzerlik göstermektedir. Öğretmenlerin etkili müdahaleyi yapabilmek için öğrencinin kavram yanılgısının altında yatan nedeni tahmin edebilmesi ve öğrenci algısının altında yatan muhakemeyi anlayabilmeleri gereğinden bahsedilmektedir (Even & Tirosh, 1995). Ancak mesleki deneyim yılına bağlı olmaksızın araştırmaya katılan öğretmenlerin hiç biri öğrencinin yapabilmiş olduğu muhakemeden bahsetmemiştir.…”