Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge

Implementing Innovative Technologies Through Lesson Plans: What Kind of Support Do Teachers Prefer?

“…One of the requirements of the upper secondary biology teacher education programme is a bachelor's degree in biology-related sciences. As teachers' content knowledge is pivotal to the development of PCK (Hashweh 2005), future research should also include teachers who are less well versed in the content area. One possibility would be to examine the PCK development of pre-service teachers in primary or lower secondary education, who do not have a formal background in the subject matter to be taught.…”

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“…Dette er integrert i laereres PCK. Kunnskapen utvikles gjennom å prøve ut ting, observere, diskutere, reflektere og arbeide sammen med andre laerere (Gudmundsdottir, 1995;Hashweh, 2005). Ettersom PCK er så naert knyttet til erfaring, er denne sammensatte kunnskapen naturlig nok ikke velutvikla hos laererstudenter.…”

Biology Teachers Designing Context-Based Lessons for Their Classroom Practice—The importance of rules-of-thumb

“…It is therefore needed to elicit that part of knowledge that actually guides teachers' actions. Focusing on teachers' rules of thumb by studying their lesson design processes seems to be promising, not only because rules-of-thumb appear to be strongly consistent with teachers' actions, but also because it is expected that an important part of the interpretation and translation of innovative ideas takes place during the design of lessons (Hashweh, 2005).…”

“…Moreover, knowing that innovations are often poorly translated into teaching materials (Van Berkel, 2005), teachers frequently need to design innovative lessons themselves. Although many authors have pointed to the importance of studying teachers' instructional design in order to understand how practical knowledge informs instructional decision making (Clark & Dunn, 1991;Hashweh, 2005;Sanchez & Valcarcel, 1999), this relationship has scarcely been subject to research (Hashweh, 2005). Therefore, in this study we explore the role of teachers' practical knowledge in their design of innovative context-based lessons for their own classroom practice.…”

“…If we take this a little further, it is conceivable that the whole of teachers' rules-of-thumb, related to particular classes and subjects, can be represented by a hierarchy of rules, with the intended outcomes and broader goals at the top and the means at the bottom. These rules-of-thumb, on different levels of Deleted: Five years ago, Hashweh (2005) called for more research into the relation between teachers' practical knowledge and their educational design activities. The outcomes of our study will hopefully contribute to an increased understanding of this relationship.…”