Teaching for Understanding: The complex nature of pedagogical content knowledge in pre‐service education

Nilsson, Pernilla

doi:10.1080/09500690802186993

Cited by 245 publications

(179 citation statements)

References 26 publications

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“…Este concepto fue utilizado por vez primera en 1986 por Lee S. Shulman (formulado originalmente como Pedagogical Content Knowledge). Actualmente, parece existir un acuerdo generalizado acerca de que el desarrollo del CDC está ligado a la práctica docente, así como a la reflexión sobre esta (Nilsson, 2008;Acevedo Díaz, 2009). Así, el CDC incluiría tanto las orientaciones hacia la enseñanza de las ciencias como los conocimientos y las creencias del profesorado sobre el currículo de ciencias, la comprensión de los estudiantes acerca de tópicos científicos específicos, la evaluación en ciencias y las estrategias de enseñanza de las ciencias.…”

Section: Enseñanza De Las Ciencias Núm 303 (2012): 155-176unclassified

Expectativas, necesidades y oportunidades de los maestros en formación ante la enseñanza de las ciencias en la Educación Primaria.

Gracia¹,

Gómez²,

Hernández³

et al. 2012

ensciencias

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Para citar: Cortés, A.L., Gándara, M. de la, Calvo, J.M., Martínez, M.B., Ibarra, M., Arlegui, J. y Gil, M.J. (2012). Expectativas, necesidades y oportunidades de los maestros en formación ante la enseñan-za de las Ciencias en la Educación Primaria. Enseñanza de las Ciencias, 30 (3), pp. 155-176 EXPECTATIVAS, NECESIDADES Y OPORTUNIDADES DE LOS MAESTROS EN FORMACIÓN ANTE LA ENSEÑANZA DE LAS CIENCIAS EN LA EDUCACIÓN PRIMARIA EXPECTATIONS, NEEDS AND OPPORTUNITIES OF PRE-SERVICE TEACHERS IN VIEW OF SCIENCE TEACHING IN PRIMARY EDUCATIONÁngel Luis Cortés Gracia; Milagros de la Gándara Gómez; José Miguel Calvo Hernández; María Begoña Martínez Peña y María José Gil Quílez Grupo Beagle, Departamento de Didáctica de las Ciencias Experimentales, Universidad de Zaragoza acortes@unizar.es, mgandara@unizar.es, jmcalvo@unizar.es, bpena@unizar.es, quilez@unizar.es Julia Ibarra Murillo, Javier Arlegui de Pablos Departamento de Psicología y Pedagogía, Universidad Pública de Navarra maider@unavarra.es, arleguip@unavarra.es RESUMEN: Este trabajo presenta los resultados del análisis de varias encuestas realizadas en tres momentos clave de la formación de maestros en relación con la didáctica de las ciencias experimentales. Antes de iniciar las asignaturas, las expectativas formativas están fuertemente condicionadas por la visión de la especialidad elegida. Entre las necesidades reales destacan los contenidos teóricos de ciencias, aunque muchos estudiantes señalan también el aprendizaje de estrategias didácticas. Al finalizar las asignaturas, los maestros en formación señalan la importancia de muchos más aspectos de los previstos inicialmente por ellos, dejando al margen los aspectos teóricos de ciencias. Finalmente, tras el prácticum, muchos maestros en formación aseguran que todo lo anterior tiene poca aplicación en el aula y manifiestan las escasas oportunidades que tienen para poner en práctica lo aprendido en la universidad.PALABRAS CLAVE: ciencia escolar, formación de profesores, educación primaria, prácticum, estrategias didácticas.ABSTRACT: This paper presents the results of the analysis of several surveys conducted in three key moments in the training of teachers regarding science education. Before starting the courses, training expectations are heavily influenced by the vision of the chosen specialty. Among the real needs they include the theoretical contents of science, although many students reported their preferences for learning about teaching strategies. Upon completion of the courses, training teachers point out the importance of many more aspects than originally planned, leaving aside the theoretical aspects of science. Finally, after the practicum, many pre-service teachers say that all this has little application in the classroom and show the limited opportunities to implement what they learned in university.KEY WORDS: school science, teachers training, primary education, practicum, teaching strategies. INTRODUCCIÓNActualmente se observa un alto grado de consenso en cuanto a la necesidad de una enseñanza científic...

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Section: Enseñanza De Las Ciencias Núm 303 (2012): 155-176unclassified

Expectativas, necesidades y oportunidades de los maestros en formación ante la enseñanza de las ciencias en la Educación Primaria.

Gracia¹,

Gómez²,

Hernández³

et al. 2012

ensciencias

View full text Add to dashboard Cite

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“…In contrast, experienced teachers are thought to be capable in solving problems related to their teaching based on their practical experience, especially in choosing the appropriate method of teaching and learning evaluation in real classroom situations (Nilsson, 2008;Saad, 2009).…”

Section: Comparison Of Pck-ee Between Science Teachers Of Different Tmentioning

confidence: 99%

“…The quality of PCK is influence by several factors. Among of the factors are teachers' teaching option (Meerah, 1998;Sarkim, 2004) and their teaching experience (Nilsson, 2008;Rasip, 2008;Zainal, 2005;van Driel et al, 1997;Coble & Azordegan, 2004;Hammond et al, 2005). According to Meerah (1998), compared with an optional teachers, the non-optional teachers have a tendency to experience difficulties during teaching process as their teaching tend to be solely based on theoretical knowledge.…”

Section: Introductionmentioning

confidence: 99%

Influence of Teaching Option and Teaching Experience on Science Teachers' Pedagogical Content Knowledge of Environmental Education

Abdullah¹,

Halim²

2012

Journal of The Korean Association For Science Education

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Environmental education is usually taught across the curriculum in most of the countries. This teaching approach has been a challenge for teachers to implement it especially in the Malaysian curriculum context. Thus, science teachers require effectual Pedagogical Content Knowledge of Environmental Education (PCK-EE). The purpose of this study was to explore the influence of teaching option and teaching experience on science teachers' PCK-EE. Five components of PCK-EE were investigated in this study, which were: a) knowledge of curriculum, b) knowledge of content, c) knowledge of student, d) knowledge of teaching strategies, and e) knowledge of evaluation. 347 secondary science teachers from the state of Selangor have participated in this survey study. The questionnaire used had 60 items. The findings revealed teaching option has a significant influence on science teachers' knowledge of content (p=0.000); knowledge of student (p=0.000) and knowledge of teaching strategies (p=0.016). In the case of teaching experience, it was found that there is a low correlation on knowledge of content (r=0.174) and knowledge of evaluation (r=0.170) only. Implication of this study leads to the suggestion in enhancing teachers' service training to improve their PCK-EE and subsequently their ability in teaching environmental education across curriculum.

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“…PCK has been considered as the most important component in identifying the role of the teacher in carrying out effective teaching (Ann, Kulm & Wu, 2004;Ball, 1990;Magnusson, Borko & Krajik, 1999;Nilsson, 2008), and many researchers have conducted studies in order to comprehend PCK (Ball, Thames & Phelps, 2008;Grossman, 1990;Hashweh, 2005;Loughran, 2006;Magnusson et al, 1999;Shulman, 1986Shulman, , 1987Van Driel, Verloop & de Vos, 1998). Shulman (1986) divides PCK in two components as "students understanding" and "instructional strategies and representations".…”

Section: Introductionmentioning

confidence: 99%

Reflections from Pre-Service Teachers Mathematics Teaching Process

Arslan¹,

Baki²

2015

HUJE

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Pedagogical Content Knowledge (PCK) has been considered to be the most important factor for identifying the role of the teacher in carrying out effective teaching. This paper examines, with respect to the components of PCK, the types of difficulties that a group of pre-service teachers encountered during the process of designing teaching activities. For this purpose, 8 pre-service teachers (4 elementary mathematics and 4 classroom teachers) are observed whilst teaching mathematics during the Teaching Practicum course and are interviewed. The study reveals that both groups of pre-service teachers had similar problems in teaching practices. Pre-service teachers experienced difficulties in determining the activities with regard to prior knowledge of the students, deciding the difficulty level of the activities and sorting them, informing students about the purpose of the activities, conducting activities according to their perceived purposes and making transitions between activities. Keywords: Pedagogical Content Knowledge, pre-service teachers, student's activity. ÖZ:Alanı Öğretme Bilgisi (AÖB) etkili öğretim yapan bir öğretmenin sahip olduğu en temel bilgilerdendir. Bu çalışma, AÖB'nin bileşenleri bağlamında öğretmen adaylarının karşılaştığı zorlukları incelemeyi amaçlamaktadır. Bu amaç doğrultusunda 4'ü sınıf, 4'ü ilköğretim matematik olmak üzere 8 öğretmen adayı Öğretmenlik Uygulaması dersi kapsamında gözlenmiş ve bu adaylarla mülakatlar yapılmıştır. Çalışmada her iki gruptaki öğretmen adaylarının benzer problemler yaşadıkları ortaya konulmuştur. Bu bağlamda, öğretmen adaylarının öğrenciye ulaşma, öğrenci önbilgisine uygun etkinlik belirleme ve uygulama, etkinlikleri zorluk derecesine göre sıralama, öğrencileri etkinliklerin amacından haberdar etme, etkinlikleri toparlama ve etkinler arası geçiş yapma gibi hususlarda zorluklar yaşadıkları sonucuna varılmıştır. Anahtar sözcükler: Alanı öğretme bilgisi, öğretmen adayı, öğrenci etkinliği.

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Teaching for Understanding: The complex nature of pedagogical content knowledge in pre‐service education

Cited by 245 publications

References 26 publications

Expectativas, necesidades y oportunidades de los maestros en formación ante la enseñanza de las ciencias en la Educación Primaria.

Expectativas, necesidades y oportunidades de los maestros en formación ante la enseñanza de las ciencias en la Educación Primaria.

Influence of Teaching Option and Teaching Experience on Science Teachers' Pedagogical Content Knowledge of Environmental Education

Reflections from Pre-Service Teachers Mathematics Teaching Process

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