Teacher pedagogical content knowledge, practice, and student achievement

Gess‐Newsome, Julie; Taylor, J. Ashley; Carlson, Janet; Gardner, April L.; Wilson, Christopher D.; Stuhlsatz, Molly

doi:10.1080/09500693.2016.1265158

Cited by 220 publications

(170 citation statements)

References 11 publications

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“…Situating the amplifiers and filters component of teacher professional knowledge and skill (Gess-Newsome 2015) in the intermediary between teachers' knowledge bases and enacted practice offers an explanation to inconclusive findings between teacher PCK, enacted practice and student achievement (Baumert et al 2010;Gess-Newsome et al 2017), as the construct identifies the need to understand the various factors which may affect utopian classroom intentions. In considering factors which have the potential to mediate teachers' actions and choices in the classroom, some elements are immediately apparent.…”

Section: Situational Amplifiers and Filters Of Practicementioning

confidence: 99%

“…In the absence of a universally accepted conception, researchers have begun to question the nature of PCK (Gess-Newsome 1999) and have subsequently outlined the need to shift from descriptive conceptions and utilise more explanative models of the concept (Abell 2008). Following such calls to action there have been attempts in both science (Gess-Newsome et al 2017) and mathematics (Baumert et al 2010) education to explore the relationship between PCK and practice. However, the results of such studies have been far from conclusive, as researchers have noted that the relationship between PCK and enacted practice is inherently complex as their interplay involves both knowledge-on-action and knowledge-inaction, and teacher knowledge is in part tacit and therefore difficult to elicit (Barendsen and Henze 2017).…”

Section: Introductionmentioning

confidence: 99%

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Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Doyle

Seery

Gumaelius

et al. 2018

Int J Technol Des Educ

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Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the past 30 years has yet to result in a universally accepted definition being presented. Much of the contentions surrounding the lack of an agreed upon conception appear to have stemmed from difficulties in understanding the relationship between PCK, other areas of teacher knowledge, teacher beliefs, and enacted practice. This paper considers the application of PCK frameworks to design and technology (D&T) education, through an analysis of the nature of the discipline from an ontological and epistemological perspective and contemporary perspectives on the construct of PCK. It is theorised that the volition afforded to teachers in D&T through weakly framed subject boundaries negates the effective application of PCK frameworks, as teachers' beliefs have a greater impact on enacted practices. In an attempt to better understanding enacted practice in D&T education, the paper proposes a methodological framework centred on the interactions between teachers' beliefs and knowledge in the discipline, through synthesising the concept of amplifiers and filters of practice with the nature of D&T education. The proposed framework outlines the need to recognise individual teachers' conception of capability as a critical influence on enacted practice.

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Section: Situational Amplifiers and Filters Of Practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Doyle

Seery

Gumaelius

et al. 2018

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…Bishop and Denley (2007) emphasize that it is an understanding involving an intricate relationship between the teacher knowledge base and how this is mobilized in the classroom to answer students' questions in an effective way. Considering these broad concepts and approaches, during the 2015 Summit, several researchers proposed a consensus model (Gess-Newsome, 2015) of teacher professional knowledge and skills including PCK. This knowledge is required to plan and teach a lesson about a given topic and grade, and how these are put into practice during a classroom to a specific group of students.…”

Section: Introductionmentioning

confidence: 99%

Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound

2020

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The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.

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“…PCK is the integration between content knowledge and pedagogical knowledge of the teachers in delivering a subject matter in accordance to the ability and interest of learners [1]. However, some studies identified the PCK is the knowledge of content subject matter (CK), pedagogical knowledge (PK), and knowledge of learners [2], [3], [4]. Thus, the PCK attends to lead teacher in solving student's misconceptions about the subject that they learn.…”

Section: Introductionmentioning

confidence: 99%

“…Many studies have examined the impact of PCK on the quality of teaching and learning in the area of mathematics and science [5], [6], [7]. However, the study in the field of teaching English as a second/foreign language is still rare [8].…”

Section: Introductionmentioning

confidence: 99%

The Concept of Pedagogical Content Knowledge (PCK): Recognizing the English Teachers' Competences in Indonesia

Kultsum¹

2017

Proceedings of the 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)

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Abstract--This article discusses the concept of Pedagogical Content Knowledge (PCK) in Indonesian school context. The PCK is described as the basic skill for teachers in order to develop their teaching quality and strategy. The focus of the discussion is in the English teaching strategy in Indonesia. The review found that PCK on English teachers in Indonesia needs to be improved especially in pedagogical knowledge of teaching strategy and knowledge of learners. It is recommended that the control and evaluation from government and other stakeholders would maintain the quality of teachers. Furthermore, the competencies would be more magnificent when teachers emerge the dedication and commitment in their profession.

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Teacher pedagogical content knowledge, practice, and student achievement

Cited by 220 publications

References 11 publications

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound

The Concept of Pedagogical Content Knowledge (PCK): Recognizing the English Teachers' Competences in Indonesia

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