Kindergarten and First Grade Teachers' Knowledge of Reading and Associations with Teacher Characteristics and Instructional Practices at Rural Low-Wealth Schools

ERIC Educational Resources Information Center

Jordan, Rebecca Lee Payne

2016-01-01

The notably low level of reading proficiency across the United States, combined with the known importance of teachers for student success, necessitates improved understanding of teachers' knowledge, how it is acquired, and its role in instruction. This study had four goals: (1) identify whether domains of content knowledge and pedagogical content…

Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

ERIC Educational Resources Information Center

Asikainen, Mervi A.; Hirvonen, Pekka E.

2010-01-01

This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks

ERIC Educational Resources Information Center

Wäschle, Kristin; Lehmann, Thomas; Brauch, Nicola; Nückles, Matthias

2015-01-01

Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students' knowledge integration. Fifty-two preservice…

Negotiating White science in rural Black America: A case for navigating the landscape of teacher knowledge domains

NASA Astrophysics Data System (ADS)

Yerrick, Randy; Johnson, Joseph

2011-12-01

The purpose of this study was to explore the nature of requisite teacher knowledge for teaching lower-track science students. Using video accounts, student focus groups, and teacher reflections researchers documented missteps, dead-ends, and unfruitful trajectories informed by the teacher's incoming knowledge and compared these instances to necessary modifications informed by students' voices and cultural artifacts. Our study revealed the shifting nature of sociocultural and pedagogical content knowledge of the teacher immersed in a context unlike that he experienced as a student. Results showed that teachers of majority backgrounds could learn to teach diverse students with at least moderate success from the perspective of their students. Implications for research and teacher education in diverse settings are discussed.

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

NASA Astrophysics Data System (ADS)

Sperandeo-Mineo, R. M.; Fazio, C.; Tarantino, G.

2006-09-01

This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and/or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.

Teacher Knowledge: A Complex Tapestry

ERIC Educational Resources Information Center

Adoniou, Misty

2015-01-01

Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three…

Elements of Teacher Communication Competence: An Examination of Skills, Knowledge and Motivation to Communicate.

ERIC Educational Resources Information Center

Rubin, Rebecca B.; Feezel, Jerry D.

In an effort to assess the communication skills of prospective teachers, a study examined the role of three pedagogical domains in speech communication instruction--skill, knowledge, and motivation. Fifty student teachers were tested using the Personal Report of Communication Apprehension (PCRA; McCroskey l977), the Communication Competency…

Eliciting Teachers' Technological Pedagogical Knowledge

ERIC Educational Resources Information Center

Heitink, M.; Voogt, J.; Fisser, P.; Verplanken, L.; van Braak, J.

2017-01-01

This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers' reasoning about…

Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

NASA Astrophysics Data System (ADS)

Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

2018-01-01

Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

Domain knowledge patterns in pedagogical diagnostics

NASA Astrophysics Data System (ADS)

Miarka, Rostislav

2017-07-01

This paper shows a proposal of representation of knowledge patterns in RDF(S) language. Knowledge patterns are used for reuse of knowledge. They can be divided into two groups - Top-level knowledge patterns and Domain knowledge patterns. Pedagogical diagnostics is aimed at testing of knowledge of students at primary and secondary school. An example of domain knowledge pattern from pedagogical diagnostics is part of this paper.

US Urban Elementary Teachers' Knowledge and Practices in Teaching Science to English Language Learners: Results from the First Year of a Professional Development Intervention

ERIC Educational Resources Information Center

Santau, Alexandra O.; Secada, Walter; Maerten-Rivera, Jaime; Cone, Neporcha; Lee, Okhee

2010-01-01

The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4)…

Knowledge and Skills for the Beginning German Teacher. The Praxis Series: Professional Assessments for Beginning Teachers.

ERIC Educational Resources Information Center

Reynolds, Anne

The job analysis study described in this report was conducted to serve as one of the bases for documenting the content validity of the Praxis II Subject Assessment in German. The purpose was to describe the most important knowledge and skills domains needed by newly licensed (certified) German teachers in order to perform their jobs in a competent…

Theorising about Mathematics Teachers' Professional Knowledge: The Content, Form, Nature, and Course of Teachers' Knowledge

ERIC Educational Resources Information Center

Scheiner, Thorsten

2015-01-01

The guiding philosophy of this theoretical work lays in the argument that mathematics teachers' professional knowledge is the integration of various knowledge facets derived from different sources including teaching experience and research. This paper goes beyond past trends identifying what the teachers' knowledge is about (content) by providing…

Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences

NASA Astrophysics Data System (ADS)

Aqib, M. A.; Budiarto, M. T.; Wijayanti, P.

2018-01-01

The effectiveness of learning in this era can be seen from 3 factors such as: technology, content, and pedagogy that covered in Technological Pedagogical Content Knowledge (TPCK). This research was a qualitative research which aimed to describe each domain from TPCK include Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological, Pedagogical, and Content Knowledge. The subjects of this research were male and female mathematics college students at least 5th semester who has almost the same ability for some course like innovative learning, innovative learning II, school mathematics I, school mathematics II, computer applications and instructional media. Research began by spreading the questionnaire of subject then continued with the assignment and interview. The obtained data was validated by time triangulation.This research has result that male and female prospective teacher was relatively same for Content Knowledge and Pedagogical Knowledge domain. While it was difference in the Technological Knowledge domain. The difference in this domain certainly has an impact on other domains that has technology components on it. Although it can be minimized by familiarizing the technology.

Quality Teacher Educators = Quality Teachers? Conceptualizing Essential Domains of Knowledge for Those Who Teach Teachers

ERIC Educational Resources Information Center

Goodwin, A. Lin; Kosnik, Clare

2013-01-01

Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one's professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching…

The role of local theories: teacher knowledge and its impact on engaging students with challenging tasks

NASA Astrophysics Data System (ADS)

Choppin, Jeffrey

2011-03-01

This study explores the extent to which a teacher elicited students' mathematical reasoning through the use of challenging tasks and the role her knowledge played in doing so. I characterised the teacher's knowledge in terms of a local theory of instruction, a form of pedagogical content knowledge that involves an empirically tested set of conjectures situated within a mathematical domain. Video data were collected and analysed and used to stimulate the teacher's reflection on her enactments of an instructional sequence. The teacher, chosen for how she consistently elicited student reasoning, showed evidence of possessing a local theory in that she articulated the ways student thinking developed over time, the processes by which that thinking developed, and the resources that facilitated the development of student thinking. Her knowledge informed how she revised and enacted challenging tasks in ways that elicited and refined student thinking around integer addition and subtraction. Furthermore, her knowledge and practices emphasised the progressive formalisation of students' ideas as a key learning process. A key implication of this study is that teachers are able to develop robust knowledge from enacting challenging tasks, knowledge that organises how they elicit and refine student reasoning from those tasks.

Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality

ERIC Educational Resources Information Center

König, Johannes; Pflanzl, Barbara

2016-01-01

Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

Reflections of Science Teachers in a Professional Development Intervention to Improve Their Ability to Teach for the Affective Domain

ERIC Educational Resources Information Center

Buma, Anastasia Malong

2018-01-01

This paper reports on key aspects of a short in-service programme improving science teachers' pedagogical content knowledge to teach for the affective domain. The affective domain refers to outcomes that involve changes in feelings, values, appreciation, interests, motivations or attitudes that might result from a learning experience. The…

Teachers' Knowledge of Education Law

ERIC Educational Resources Information Center

Littleton, Mark

2008-01-01

The knowledge base of education-related law is growing at a rapid pace. The increase in federal and state statutes is rising commensurate with litigation that directs teachers on curricular, professional, and social matters. At the same time, numerous studies provide significant evidence that teachers lack an adequate level of knowledge of…

Exploring Teacher Knowledge in Multilingual First-Year Composition

ERIC Educational Resources Information Center

Racelis, Juval V.

2017-01-01

This project examines how writing teachers of multilingual students conceptualize their pedagogical practices. Specifically, it draws on work in teacher cognition research to examine the nature of teacher knowledge and the unique characteristics of this knowledge specific to the teaching of second language writing. Seeing teacher knowledge as…

Text Processing of Domain-Related Information for Individuals with High and Low Domain Knowledge.

ERIC Educational Resources Information Center

Spilich, George J.; And Others

1979-01-01

The way in which previously acquired knowledge affects the processing on new domain-related information was investigated. Text processing was studied in two groups differing in knowledge of the domain of baseball. A knowledge structure for the domain was constructed, and text propositions were classified. (SW)

Teachers' Basic Knowledge of Reading Instruction: Insights from a Teacher Preparation Program

ERIC Educational Resources Information Center

Berkeley, Sheri; Regan, Kelley; Dimitrov, Dimiter; Guckert, Mary; Ray, Sharon

2016-01-01

Effective reading instruction is essential for all students, and especially students with disabilities; however, studies have indicated that both pre-service and in-service teachers lack an adequate knowledge of reading. To ensure adequate teacher knowledge, teacher preparation reform advocates suggest purposeful alignment of teacher preparation…

Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program

NASA Astrophysics Data System (ADS)

Rozenszajn, Ronit; Yarden, Anat

2014-02-01

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers' PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers' experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the "orientation toward teaching science" category of PCK which appears to be unclear in current literature.

From Teacher to Teacher Educator: Reframing Knowledge in Practice

ERIC Educational Resources Information Center

Dinkelman, Todd; Margolis, Jason; Sikkenga, Karl

2006-01-01

This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in…

Teacher Subject Matter Knowledge of Number Sense

ERIC Educational Resources Information Center

Briand-Newman, Hannah; Wong, Monica; Evans, David

2012-01-01

Pedagogical content knowledge has been widely acknowledged by researchers and practitioners as a significant factor for improving student knowledge, understanding and achievement. Recently, the knowledge teachers need for teaching has expanded to include teacher horizon content knowledge, "an awareness of how mathematical topics are related…

Design of an assessment to probe teachers' content knowledge for teaching: An example from energy in high school physics

NASA Astrophysics Data System (ADS)

Etkina, Eugenia; Gitomer, Drew; Iaconangelo, Charles; Phelps, Geoffrey; Seeley, Lane; Vokos, Stamatis

2018-06-01

Research into teacher learning and practice over the last three decades shows that the teachers of a specific subject need to possess knowledge that is different from the knowledge of other content experts. Yet this specialized version of content knowledge that teachers need to plan instruction, respond to student ideas, and assess student understanding in real time is a theoretically elusive construct. It is crucial for the fields of precollege teacher preparation, teacher professional education, and postsecondary faculty professional development to (a) clarify the construct that underlies this specialized content knowledge, (b) operationalize it in some domain, (c) measure it in both static contexts and as it is enacted in the classroom, and (d) correlate its presence with "richness" of classroom instruction and its effect on student learning. This paper documents a piece of a multiyear, multi-institutional effort to investigate points (a)-(d) in the domain of energy in the first high school physics course. In particular, we describe the framework that we developed to clarify content knowledge for teaching in the context of high school energy learning. We then outline the process through which we developed, tested, and refined a "paper-and-pencil" assessment administered on a computer and discuss the substantive and psychometric features of several items based on a field test of the final form of the assessment. We choose to discuss these items for a dual purpose: to illustrate the application of our general framework and to present performance findings from a sample of 362 practicing high school teachers of physics.

Vertical Integration: Teachers' Knowledge and Teachers' Voice.

ERIC Educational Resources Information Center

Corrie, L.

1995-01-01

Traces the theoretical basis for vertical integration in early school years. Contrasts transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of student control. Suggests that early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and…

Examining the Intellectual Biography of Pre-Service Teachers: Elements of "Critical" Teacher Knowledge

ERIC Educational Resources Information Center

Salinas, Cinthia; Blevins, Brooke

2013-01-01

Teacher knowledge, the sources of that knowledge, and the day-to-day use of that knowledge have become focal points of contemporary research on teacher education. As this body of research has found, a teacher's knowledge base and her subsequent practice is a composite of her beliefs and identities (Britzman, 2003), experiences (Lortie, 1975),…

Measuring Teachers' Knowledge of Vocabulary Development and Instruction

ERIC Educational Resources Information Center

Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany

2016-01-01

This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…

Beginning literacy: links among teacher knowledge, teacher practice, and student learning.

PubMed

McCutchen, Deborah; Abbott, Robert D; Green, Laura B; Beretvas, S Natasha; Cox, Susanne; Potter, Nina S; Quiroga, Teresa; Gray, Audra L

2002-01-01

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.

Novice and expert teachers' conceptions of learners' prior knowledge

NASA Astrophysics Data System (ADS)

Meyer, Helen

2004-11-01

This study presents comparative case studies of preservice and first-year teachers' and expert teachers' conceptions of the concept of prior knowledge. Kelly's (The Psychology of Personal Construct, New York: W.W. Norton, 1955) theory of personal constructs as discussed by Akerson, Flick, and Lederman (Journal of Research in Science Teaching, 2000, 37, 363-385) in relationship to prior knowledge underpins the study. Six teachers were selected to participate in the case studies based upon their level experience teaching science and their willingness to take part. The comparative case studies of the novice and expert teachers provide insights into (a) how novice and expert teachers understand the concept of prior knowledge and (b) how they use this knowledge to make instructional decisions. Data collection consisted of interviews, classroom observations, and document analysis. Findings suggest that novice teachers hold insufficient conceptions of prior knowledge and its role in instruction to effectively implement constructivist teaching practices. While expert teachers hold a complex conception of prior knowledge and make use of their students' prior knowledge in significant ways during instruction. A second finding was an apparent mismatch between the novice teachers' beliefs about their urban students' life experiences and prior knowledge and the wealth of knowledge the expert teachers found to draw upon.

How Technology Teachers Understand Technological Knowledge

ERIC Educational Resources Information Center

Norström, Per

2014-01-01

Swedish technology teachers' views of technological knowledge are examined through a written survey and a series of interviews. The study indicates that technology teachers' understandings of what constitutes technological knowledge and how it is justified vary considerably. The philosophical discussions on the topic are unknown to them. This lack…

Knowledge, English and the Formation of Teachers

ERIC Educational Resources Information Center

Yandell, John

2017-01-01

This paper explores some widespread assumptions about knowledge, and particularly the disciplinary or subject knowledge that is construed as an essential property of effective teachers. Drawing on close observation of pre-service teachers' work in secondary school classrooms, it argues that knowledge is born from social engagement and has its life…

School Teachers' Knowledge about Epilepsy in Kathmandu Metropolitan City.

PubMed

Khanal, K; Maharjan, R; Pokharel, B R; Sanjel, S

2015-01-01

Background Studies on Knowledge towards epilepsy among school teachers are very limited on developing countries especially with reference to Nepal. Level of knowledge of schoolteachers plays an important role on providing a greater educational support for epileptic child and to maintain good communication skills between epileptic and normal child. Objective Objective of this study is to assess the level of knowledge about epilepsy and its associated factors among school teachers. Method A cross sectional study was conducted from 10th June to 4th July, 2014 among 165 teachers teaching in six different schools of Kathmandu Metropolitan City. A selfadministrated questionnaire consisting of structured and multiple choice questions were designed to collect information on the teacher's socio-demographic profile and knowledge about epilepsy. A scoring system was developed for each question: each correct answer was given a score of 1, and a score of 0 for wrong answer. Total score was categorized on two categories: Good Knowledge and Poor Knowledge. Result Teacher's age did not correlate significantly with their knowledge about epilepsy but total years of teaching experiences and knowledge about epilepsy were found to be positively correlated (ρ= 0.165, p= 0.01). Academic qualification of teachers and different teaching level were associated with level of knowledge (p= 0.023, p= 0.021). Significant difference on knowledge score was found among teachers having different academic qualification (p= 0.019). Conclusion All teachers were aware about epilepsy, but their knowledge about epilepsy was not sufficient therefore, health education training program about epilepsy is needed for teachers.

Pre-Service Teachers' Pedagogical Content Knowledge: Implications for Teaching

ERIC Educational Resources Information Center

Marshman, Margaret; Porter, Glorianne

2013-01-01

Effective teachers have good pedagogical content knowledge (PCK). Pedagogical content knowledge is the intersection of discipline specific content knowledge and pedagogical knowledge. How effectively are pre-service teachers helped to develop good PCK? In this project we asked our pre-service teachers how they would respond to a particular student…

Teacher knowledge of basic language concepts and dyslexia.

PubMed

Washburn, Erin K; Joshi, R Malatesha; Binks-Cantrell, Emily S

2011-05-01

Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. Findings from studies have indicated that teachers lack essential knowledge needed to teach struggling readers, particularly children with dyslexia. However, few studies have sought to assess teachers' knowledge and perceptions about dyslexia in conjunction with knowledge of basic language concepts related to reading instruction. Thus, the purpose of the present study was to examine elementary school teachers' knowledge of basic language concepts and their knowledge and perceptions about dyslexia. Findings from the present study indicated that teachers, on average, were able to display implicit skills related to certain basic language concepts (i.e. syllable counting), but failed to demonstrate explicit knowledge of others (i.e. phonics principles). Also, teachers seemed to hold the common misconception that dyslexia is a visual processing deficit rather than phonological processing deficit. Copyright © 2011 John Wiley & Sons, Ltd.

The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

ERIC Educational Resources Information Center

Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

2014-01-01

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

A Catalogue of Concepts in the Pedagogical Domain of Teacher Education.

ERIC Educational Resources Information Center

Multi-State Consortium on Performance-Based Teacher Education, Albany, NY.

This catalog of concepts in the pedagogical domain of teacher education organizes the critical concepts and provides definitions, indicators, and illustrations of the concepts. Chapter 1 presents a rationale for the selection of concepts in teacher education and discusses pedagogical domain, interactive teaching, the format of concepts in this…

Exploring the Underlying Components of Primary School Teachers' Pedagogical Content Knowledge for Technology Education

ERIC Educational Resources Information Center

Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

2011-01-01

In the study described in this article, primary school teachers' pedagogical content knowledge (PCK) of technology education was measured with a multiple choice test; the Teaching of Technology Test (TTT). The aim of the study was to explore the latent factor structure of PCK, which is considered to be a crucial and distinctive domain of teacher…

Knowledge foundations for beginning reading teachers in EFL.

PubMed

Goldfus, Carol

2012-10-01

This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups.

Challenges in Measuring Teachers' Knowledge

ERIC Educational Resources Information Center

Fauskanger, Janne

2015-01-01

Mathematical knowledge for teaching (MKT) measures have been widely adopted by researchers. Critics have debated the value of such measures and questioned the type of knowledge that these access. This article reports on a study where the challenges in measuring teachers' knowledge were illuminated through investigating relationships between the…

Using Topdown Conceptual Analysis To Accelerate The Learning Of New Domains For Knowledge Engineers & Domain Experts

NASA Astrophysics Data System (ADS)

Xuan, Albert L.; Shinghal, Rajjan

1989-03-01

As the need for knowledge-based systems increases, an increasing number of domain experts are becoming interested in taking more active part in the building of knowledge-based systems. However, such a domain expert often must deal with a large number of unfamiliar terms concepts, facts, procedures and principles based on different approaches and schools of thought. He (for brevity, we shall use masculine pronouns for both genders) may need the help of a knowledge engineer (KE) in building the knowledge-based system but may encounter a number of problems. For instance, much of the early interaction between him and the knowl edge engineer may be spent in educating each other about their seperate kinds of expertise. Since the knowledge engineer will usually be ignorant of the knowledge domain while the domain expert (DE) will have little knowledge about knowledge-based systems, a great deal of time will be wasted on these issues ad the DE and the KE train each other to the point where a fruitful interaction can occur. In some situations, it may not even be possible for the DE to find a suitable KE to work with because he has no time to train the latter in his domain. This will engender the need for the DE to be more knowledgeable about knowledge-based systems and for the KE to find methods and techniques which will allow them to learn new domains as fast as they can. In any event, it is likely that the process of building knowledge-based systems will be smooth, er and more efficient if the domain expert is knowledgeable about the methods and techniques of knowledge-based systems building.

Teacher content knowledge in the context of science education reform

NASA Astrophysics Data System (ADS)

Doby, Janice Kay

1997-12-01

The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in

Process Mediates Structure: The Relation between Preschool Teacher Education and Preschool Teachers' Knowledge

ERIC Educational Resources Information Center

Blömeke, Sigrid; Jenßen, Lars; Grassmann, Marianne; Dunekacke, Simone; Wedekind, Hartmut

2017-01-01

Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and…

Finnish Mentor Mathematics Teachers' Views of the Teacher Knowledge Required for Teaching Mathematics

ERIC Educational Resources Information Center

Asikainen, Mervi A.; Pehkonen, Erkki; Hirvonen, Pekka E.

2013-01-01

Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher…

Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages

ERIC Educational Resources Information Center

Desimone, Laura; Hochberg, Eric D.; McMaken, Jennifer

2016-01-01

Background/Context: We lack strong and consistent information about which measures of knowledge matter most for good teaching and student learning, and what are trajectories of improvement for novice teachers. Research Questions: We explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching,…

Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work

ERIC Educational Resources Information Center

Tricot, André; Sweller, John

2014-01-01

Domain-general cognitive knowledge has frequently been used to explain skill when domain-specific knowledge held in long-term memory may provide a better explanation. An emphasis on domain-general knowledge may be misplaced if domain-specific knowledge is the primary factor driving acquired intellectual skills. We trace the long history of…

Chemistry Teachers' Knowledge and Application of Models

ERIC Educational Resources Information Center

Wang, Zuhao; Chi, Shaohui; Hu, Kaiyan; Chen, Wenting

2014-01-01

Teachers' knowledge and application of model play an important role in students' development of modeling ability and scientific literacy. In this study, we investigated Chinese chemistry teachers' knowledge and application of models. Data were collected through test questionnaire and analyzed quantitatively and qualitatively. The result indicated…

School Management Related Knowledge Levels of Primary School Teachers

ERIC Educational Resources Information Center

Ugurlu, Celal Teyyar

2013-01-01

The knowledge levels of the teachers affect the qualifications of operations and transactions in schools. School management related knowledge of the teachers is an essential tool to reach the targets of the school. The objective of this study was to determine the school management related knowledge levels of the teachers. Qualitative and…

Applying Knowledge Management in Teacher Evaluation Systems

ERIC Educational Resources Information Center

Essandoh, Albert

2013-01-01

Teacher evaluations are underused in public schools, resulting in the loss of knowledge critical to professional development. Knowledge management (KM) theory offers approaches that can lead to improvements in the effectiveness of evaluations and teacher performance. This multiple case study of 9 campuses in an exemplary school district…

Sliding Subject Positions: Knowledge and Teacher Educators

ERIC Educational Resources Information Center

Brown, Tony; Rowley, Harriet; Smith, Kim

2016-01-01

In England, adjustments to policy in teacher education have had implications for how subject knowledge is understood and for how job descriptions are defined. That is, the interface between teacher educator and subject knowledge representation has been changing. This paper reports on a wider study that considers the experience of university…

Embedding Open-domain Common-sense Knowledge from Text

PubMed Central

Goodwin, Travis; Harabagiu, Sanda

2017-01-01

Our ability to understand language often relies on common-sense knowledge – background information the speaker can assume is known by the reader. Similarly, our comprehension of the language used in complex domains relies on access to domain-specific knowledge. Capturing common-sense and domain-specific knowledge can be achieved by taking advantage of recent advances in open information extraction (IE) techniques and, more importantly, of knowledge embeddings, which are multi-dimensional representations of concepts and relations. Building a knowledge graph for representing common-sense knowledge in which concepts discerned from noun phrases are cast as vertices and lexicalized relations are cast as edges leads to learning the embeddings of common-sense knowledge accounting for semantic compositionality as well as implied knowledge. Common-sense knowledge is acquired from a vast collection of blogs and books as well as from WordNet. Similarly, medical knowledge is learned from two large sets of electronic health records. The evaluation results of these two forms of knowledge are promising: the same knowledge acquisition methodology based on learning knowledge embeddings works well both for common-sense knowledge and for medical knowledge Interestingly, the common-sense knowledge that we have acquired was evaluated as being less neutral than than the medical knowledge, as it often reflected the opinion of the knowledge utterer. In addition, the acquired medical knowledge was evaluated as more plausible than the common-sense knowledge, reflecting the complexity of acquiring common-sense knowledge due to the pragmatics and economicity of language. PMID:28649676

Relationships between Teachers' Metacognitive Knowledge and Students' Metacognitive Knowledge and Reading Achievement

ERIC Educational Resources Information Center

Soodla, Piret; Jõgi, Anna-Liisa; Kikas, Eve

2017-01-01

The study examined the relationships between teachers' metacognitive knowledge of reading strategies and their students' metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N = 34) and their students (N = 534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was…

Preservice and inservice teachers' knowledge of language constructs in Finland.

PubMed

Aro, Mikko; Björn, Piia Maria

2016-04-01

The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of phonology and phonics, and knowledge of morphology. The inservice teachers outperformed the preservice teachers in knowledge of phonology and phonics, as well as morphology. Both groups' knowledge of morphology was markedly lower than their knowledge of phonology and phonics. Because early reading instruction does not focus on the morphological level of language but is phonics-based, this result was expected. However, the findings also revealed a lack of explicit knowledge of basic phonological constructs and less-than-optimal phonemic awareness skills in both groups. Problems in phonemic skills manifested mostly as responding to the phonological tasks based on orthographic knowledge, which reflects an overreliance on the one-to-one correspondence between graphemes and phonemes. The preservice teachers' perceptions of expertise were weakly related to their knowledge and skills. Among the inservice teachers, perceived expertise and knowledge of language constructs were completely unrelated. Although the study was exploratory, these findings suggest that within the Finnish teacher education there is a need to focus more on explicit content studies for language structures and the concepts relevant for literacy instruction, as well as phonological and phonemic skills.

Preservice Secondary Mathematics Teachers' Knowledge of Students

ERIC Educational Resources Information Center

Kilic, Hulya

2011-01-01

The aim of this paper is to present the nature of preservice secondary mathematics teachers' knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the…

Knowledge of Curriculum Embedded Mathematics: Exploring a Critical Domain of Teaching

ERIC Educational Resources Information Center

Remillard, Janine; Kim, Ok-Kyeong

2017-01-01

This paper proposes a framework for identifying the mathematical knowledge teachers activate when using curriculum resources. We use the term "knowledge of curriculum embedded mathematics" (KCEM) to refer to the mathematics knowledge activated by teachers when reading and interpreting mathematical tasks, instructional designs, and…

Teacher Knowledge about Oral English Instruction and Teacher Profiles: An EFL Perspective

ERIC Educational Resources Information Center

Chen, Zan; Goh, Christine

2014-01-01

Teacher knowledge, as an important cognitive basis of teaching, has attracted tremendous attention in educational research in the last few decades. This study examines whether teachers' self-perceived knowledge about oral English teaching differs with regard to their professional profiles in the English as a Foreign Language (EFL) context in…

Primary school teacher's knowledge and attitudes toward children with epilepsy.

PubMed

Abulhamail, Albaraa S; Al-Sulami, Fahad E; Alnouri, Mouneeb A; Mahrous, Najeeb M; Joharji, Dima G; Albogami, Maha M; Jan, Mohammed M

2014-04-01

Primary school teacher's knowledge and attitudes toward epilepsy can have significant impact on the performance and psycho-social development of the child with epilepsy. Our objectives were to study teacher's knowledge and attitudes and identify areas in which further teacher training and education are required. A stratified random sample survey involving a group of primary school teachers in Jeddah, Saudi Arabia included private/public schools designated for male and female students. A structured 37-item questionnaire was used to examine their demographics, knowledge, attitudes, and experience with epilepsy. Six hundred and twenty primary school teachers working in public (58%) or private (42%) schools were included with ages ranging between 21 and 59 years (mean 36). Most teachers (79%) were of Saudi Arabian nationality and 66% had a college or university degree. Their years of experience ranged from 1 to 35 (mean 13.5). Only 17% of the teachers felt very well informed about epilepsy. Teachers with higher education were more likely to have good knowledge (p=0.009). Teachers of Saudi nationality were also more likely to report good knowledge, independent of their educational level (p=0.013). Overall, teachers with good knowledge were less likely to have negative attitudes including minding to have an epileptic child in their class (p=0.028) or thinking that they should be placed in a special classroom (p=0.029). Primary school teacher's knowledge about epilepsy needs improvements. Their attitudes correlated highly with their knowledge. Educational campaigns about epilepsy are needed to develop a well informed and tolerant community. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

Analysis on the Management of College Teachers' Tacit Knowledge

ERIC Educational Resources Information Center

Zhang, Linying; Han, Zhijun

2008-01-01

Knowledge management, especially, tacit knowledge management, is a significant guarantee for the sustainable development of universities. The transfer of college teachers' tacit knowledge is the key and difficult point in tacit knowledge management of universities. This paper starts from the existence and application condition of college teachers'…

Preservice Elementary School Teachers' Knowledge of Fractions: A Mirror of Students' Knowledge?

ERIC Educational Resources Information Center

Van Steenbrugge, H.; Lesage, E.; Valcke, M.; Desoete, A.

2014-01-01

This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed…

Theoretical, Practical and Personal Domains in the Curriculum of Teacher Education

ERIC Educational Resources Information Center

Ingram, James B.

1974-01-01

This survey of teacher trainers in Rhodesia considers their intentions in teaching with respect to three domains of teacher education -- theoretical, practical, and personal. The study assumes that the effectiveness of a curriculum is ultimately dependent on the intentions of its teachers. (JH)

Teacher knowledge, instructional expertise, and the development of reading proficiency.

PubMed

Reid Lyon, G; Weiser, Beverly

2009-01-01

Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.

Measuring Teachers' Knowledge about Early Language and Literacy: Practical Implications and Considerations

ERIC Educational Resources Information Center

Hindman, Annemarie H.; Wasik, Barbara A.

2011-01-01

This study examined 1 tool for evaluating Head Start teachers' knowledge about early language and literacy. Results indicated that teachers varied in their knowledge. Teachers with more knowledge had more education, as did teachers who received language and literacy professional development. Teachers with greater knowledge also demonstrated higher…

Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

NASA Astrophysics Data System (ADS)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-02-01

Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did

Requirements analysis, domain knowledge, and design

NASA Technical Reports Server (NTRS)

Potts, Colin

1988-01-01

Two improvements to current requirements analysis practices are suggested: domain modeling, and the systematic application of analysis heuristics. Domain modeling is the representation of relevant application knowledge prior to requirements specification. Artificial intelligence techniques may eventually be applicable for domain modeling. In the short term, however, restricted domain modeling techniques, such as that in JSD, will still be of practical benefit. Analysis heuristics are standard patterns of reasoning about the requirements. They usually generate questions of clarification or issues relating to completeness. Analysis heuristics can be represented and therefore systematically applied in an issue-based framework. This is illustrated by an issue-based analysis of JSD's domain modeling and functional specification heuristics. They are discussed in the context of the preliminary design of simple embedded systems.

Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

ERIC Educational Resources Information Center

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach

ERIC Educational Resources Information Center

Veselovsky, Aleksandra

2017-01-01

Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their…

Relationship Domain of Form Six Teachers Thinking in Teaching with External Factors of Form Six Teachers

ERIC Educational Resources Information Center

bin Pet, Mokhtar; Sihes, Ahmad Johari Hj

2015-01-01

This study aims to examine the external factors of form six teachers who can influence thinking domain form six teachers in their teaching. This study was conducted using a quantitative approach using questionnaires. A total of 300 form six teacher schools in Johor were chosen as respondents. The findings were obtained as student background…

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

ERIC Educational Resources Information Center

Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.

2012-01-01

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

Using domain knowledge and domain-inspired discourse model for coreference resolution for clinical narratives

PubMed Central

Roth, Dan

2013-01-01

Objective This paper presents a coreference resolution system for clinical narratives. Coreference resolution aims at clustering all mentions in a single document to coherent entities. Materials and methods A knowledge-intensive approach for coreference resolution is employed. The domain knowledge used includes several domain-specific lists, a knowledge intensive mention parsing, and task informed discourse model. Mention parsing allows us to abstract over the surface form of the mention and represent each mention using a higher-level representation, which we call the mention's semantic representation (SR). SR reduces the mention to a standard form and hence provides better support for comparing and matching. Existing coreference resolution systems tend to ignore discourse aspects and rely heavily on lexical and structural cues in the text. The authors break from this tradition and present a discourse model for “person” type mentions in clinical narratives, which greatly simplifies the coreference resolution. Results This system was evaluated on four different datasets which were made available in the 2011 i2b2/VA coreference challenge. The unweighted average of F1 scores (over B-cubed, MUC and CEAF) varied from 84.2% to 88.1%. These experiments show that domain knowledge is effective for different mention types for all the datasets. Discussion Error analysis shows that most of the recall errors made by the system can be handled by further addition of domain knowledge. The precision errors, on the other hand, are more subtle and indicate the need to understand the relations in which mentions participate for building a robust coreference system. Conclusion This paper presents an approach that makes an extensive use of domain knowledge to significantly improve coreference resolution. The authors state that their system and the knowledge sources developed will be made publicly available. PMID:22781192

Teacher Educators' Personal Practical Knowledge of Language

ERIC Educational Resources Information Center

Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knezic, Dubravka

2018-01-01

This paper describes teacher educators' understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students' language use and provide better support for knowledge construction. Personal practical…

Teachers' Knowledge of Special Education Policies and Practices

ERIC Educational Resources Information Center

Sanders, Pamela

2015-01-01

The Individuals with Disabilities Education Act (IDEA) greatly improved the educational opportunities for students with disabilities. Teachers require knowledge of the law to deliver necessary and appropriate services to students with disabilities. The purpose of this quantitative study was to examine teachers' knowledge of special education…

Uncovering and Informing Preservice Teachers' Prior Knowledge about Poverty

ERIC Educational Resources Information Center

Mundy, Charlotte Anne; Leko, Melinda Marie

2015-01-01

This study explored 30 preservice teachers' knowledge on issues related to poverty. In an open-ended questionnaire, preservice teachers' perceptions of poverty and how teachers should respond to students from poverty were explored. Results indicated that preservice teachers' knowledge was nonspecific and lacked focus on the relationship among…

Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

NASA Astrophysics Data System (ADS)

Lowery, Maye Norene Vail

1998-12-01

The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning

Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

ERIC Educational Resources Information Center

Khakbaz, Azimehsadat

2016-01-01

Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

Comprehensive Teacher Education: A Handbook of Knowledge.

ERIC Educational Resources Information Center

American Association of Colleges for Teacher Education, Washington, DC.

Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must…

How Does Teacher Knowledge in Statistics Impact on Teacher Listening?

ERIC Educational Resources Information Center

Burgess, Tim

2012-01-01

For teaching statistics investigations at primary school level, teacher knowledge has been identified using a framework developed from a classroom based study. Through development of the framework, three types of teacher listening problems were identified, each of which had potential impact on the students' learning. The three types of problems…

New Teacher Learning: Substantive Knowledge and Contextual Factors

ERIC Educational Resources Information Center

Wilson, Elaine; Demetriou, Helen

2007-01-01

This article brings together an overview of ideas about teacher learning from both teacher education and workplace learning literature, and examines what and how newly qualified secondary school teachers learn in the early years of their career. We discuss the types of knowledge new teachers encounter and present a typology of teacher learning.…

Developing and Validating a Survey of Korean Early Childhood English Teachers' Knowledge

ERIC Educational Resources Information Center

Kim, Jung In

2015-01-01

The main purpose of this study is to develop and validate a valid measure of the early childhood (EC) English teacher knowledge. Through extensive literature review on second/foreign language (L2/FL) teacher knowledge, early childhood teacher knowledge and early childhood language teacher knowledge, and semi-structured interviews from current…

Multidimensional representations: The knowledge domain of germs held by students, teachers and medical professionals

NASA Astrophysics Data System (ADS)

Rua, Melissa Jo

The present study examined the understandings held by 5th, 8th, and 11th-grade students, their teachers and medical professionals about germs. Specifically, this study describes the content and structure of students' and adults' conceptions in the areas of germ contraction, transmission, and treatment of infectious and non-infectious diseases caused by microorganisms. Naturalistic and empirical research methods were used to investigate participants' conceptions. Between and within group similarities were found using data from concept maps on the topic "flu," drawings of germs, a 20 word card sort related to germs and illness, and a semi-structured interview. Concept maps were coded according to techniques by Novak and Gowan (1984). Drawings of germs were coded into four main categories (bacteria, viruses, animal cell, other) and five subcategories (disease, caricature, insect, protozoa, unclassified). Cluster patterns for the card sorts of each group were found using multidimensional scaling techniques. Six coding categories emerged from the interview transcripts: (a) transmission, (b) treatment, (c) effect of weather on illness, (d) immune response, (e) location of germs, and (f) similarities and differences between bacteria and viruses. The findings showed students, teachers and medical professionals have different understandings about bacteria and viruses and the structures of those understandings vary. Gaps or holes in the participants knowledge were found in areas such as: (a) how germs are transmitted, (b) where germs are found, (c) how the body transports and uses medicine, (d) how the immune system functions, (e) the difference between vaccines and non-prescription medicines, (f) differences that exist between bacteria and viruses, and (g) bacterial resistance to medication. The youngest students relied heavily upon personal experiences with germs rather than formal instruction when explaining their conceptions. As a result, the influence of media was

An "Evidence-Based" Professional Development Program for Physics Teachers Focusing on Knowledge Integration

NASA Astrophysics Data System (ADS)

Berger, Hana

This dissertation is concerned with the design and study of an evidence-based approach to the professional development of high-school physics teachers responding to the need to develop effective continuing professional development programs (CPD) in domains that require genuine changes in teachers' views, knowledge, and practice. The goals of the thesis were to design an evidence-based model for the CPD program, to implement it with teachers, and to study its influence on teachers' knowledge, views, and practice, as well as its impact on students' learning. The program was developed in three consecutive versions: a pilot, first, and second versions. Based on the pilot version (that was not part of this study), we developed the first version of the program in which we studied difficulties in employing the evidence-based and blended-learning approaches. According to our findings, we modified the strategies for enacting these approaches in the second version of the program. The influence of the program on the teachers and students was studied during the enactment of the second version of the program. The model implemented in the second version of the program was characterized by four main design principles: 1. The KI and evidence aspects are acquired simultaneously in an integrated manner. 2. The guidance of the teachers follows the principles of cognitive apprenticeship both in the evidence and the KI aspects. 3. The teachers experience the innovative activities as learners. 4. The program promotes continuity of teachers' learning through a structured "blended learning" approach. The results of our study show that this version of the program achieved its goals; throughout the program the teachers progressed in their knowledge, views, and practice concerning the knowledge integration, and in the evidence and learner-centered aspects. The results also indicated that students improved their knowledge of physics and knowledge integration skills that were developed

Moving beyond Physical Education Subject Knowledge to Develop Knowledgeable Teachers of the Subject

ERIC Educational Resources Information Center

Capel, Susan

2007-01-01

All knowledge is socially constructed, including physical education teachers' knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be…

Concepts of Teacher Knowledge as Social Strategies

ERIC Educational Resources Information Center

Johannesson, Ingolfur Asgeir

2006-01-01

This article reviews didactical and psychologically based research on teachers' work and teacher thinking, narrative educational inquiry and studies of change in teachers' work and places them in the context of sociological theory about expert work and symbolic capital. The work of Abbott on the structure of expert work and knowledge, and Bourdieu…

Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

PubMed Central

Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo

2016-01-01

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects and domain-specific effects were indexed by prior grade mathematics achievement and mathematical cognition measures of prior grade number knowledge, addition skills, and fraction knowledge. Use of functional data analysis enabled grade-by-grade estimation of overall domain-general and domain-specific effects on subsequent mathematics achievement, the relative importance of individual domain-general and domain-specific variables on this achievement, and linear and non-linear across-grade estimates of these effects. The overall importance of domain-general abilities for subsequent achievement was stable across grades, with working memory emerging as the most important domain-general ability in later grades. The importance of prior mathematical competencies on subsequent mathematics achievement increased across grades, with number knowledge and arithmetic skills critical in all grades and fraction knowledge in later grades. Overall, domain-general abilities were more important than domain-specific knowledge for mathematics learning in early grades but general abilities and domain-specific knowledge were equally important in later grades. PMID:28781382

Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

NASA Astrophysics Data System (ADS)

Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

2017-12-01

One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

First Amendment Knowledge of Classroom Teachers

ERIC Educational Resources Information Center

Taft, Gary L.

2011-01-01

This research examined the knowledge of the first amendment to the Constitution of the United States of America possessed by teachers in two secondary high schools in East Tennessee. Additionally, an attempt to evaluate the relationship between church attendance in protestant evangelical churches and the teacher's ability to address church/state…

Teacher Language Awareness and the Professional Knowledge Base of the L2 Teacher

ERIC Educational Resources Information Center

Andrews, Stephen

2003-01-01

This paper provides an introduction to teacher language awareness (TLA) and a personal reconceptualisation of the relationship between TLA and other dimensions of teacher knowledge, revisiting issues discussed in Andrews (2001). In the first part of the paper, knowledge of subject matter is identified as the core of TLA. Given the increased…

Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

ERIC Educational Resources Information Center

König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis

2016-01-01

Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…

Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training

ERIC Educational Resources Information Center

Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas

2017-01-01

Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific…

Secular trends on traditional ecological knowledge: An analysis of different domains of knowledge among Tsimane' men.

PubMed

Reyes-García, Victoria; Luz, Ana C; Gueze, Maximilien; Paneque-Gálvez, Jaime; Macía, Manuel J; Orta-Martínez, Martí; Pino, Joan

2013-10-01

Empirical research provides contradictory evidence of the loss of traditional ecological knowledge across societies. Researchers have argued that culture, methodological differences, and site-specific conditions are responsible for such contradictory evidences. We advance and test a third explanation: the adaptive nature of traditional ecological knowledge systems. Specifically, we test whether different domains of traditional ecological knowledge experience different secular changes and analyze trends in the context of other changes in livelihoods. We use data collected among 651 Tsimane' men (Bolivian Amazon). Our findings indicate that different domains of knowledge follow different secular trends. Among the domains of knowledge analyzed, medicinal and wild edible knowledge appear as the most vulnerable; canoe building and firewood knowledge seem to remain constant across generations; whereas house building knowledge seems to experience a slight secular increase. Our analysis reflects on the adaptive nature of traditional ecological knowledge, highlighting how changes in this knowledge system respond to the particular needs of a society in a given point of time.

Pedagogical Content Knowledge and Preparation of High School Physics Teachers

ERIC Educational Resources Information Center

Etkina, Eugenia

2010-01-01

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

Teachers' literacy-related knowledge and self-perceptions in relation to preparation and experience.

PubMed

Spear-Swerling, Louise; Brucker, Pamela Owen; Alfano, Michael P

2005-12-01

After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics, and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers scored well below ceiling on the tasks. Regression analyses indicated that teachers' self-perceptions and knowledge were positively influenced by both level of preparation and teaching experience, although the influences on teachers' knowledge differed by task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial gap between research on reading and teacher preparation in reading.

Developing Preschool Teachers' Knowledge of Students' Number Conceptions

ERIC Educational Resources Information Center

Tsamir, Pessia; Tirosh, Dina; Levenson, Esther; Tabach, Michal; Barkai, Ruthi

2014-01-01

This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results…

Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

2015-01-01

This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

Globalization and the Preparation of Quality Teachers: Rethinking Knowledge Domains for Teaching

ERIC Educational Resources Information Center

Goodwin, A. Lin

2010-01-01

Preparing quality teachers has become a global concern as all nations strive for excellence at all levels. Yet, there is little consensus around what constitutes quality and how quality teachers might best be attained. This article takes up the issue of quality teacher preparation by exploring several pivotal questions: What might quality teaching…

A Quantitative Investigation of ESL Teacher Knowledge in Australian Adult Education

ERIC Educational Resources Information Center

Yazdanpanah, Lilly K.

2015-01-01

English as a second language (ESL) teaching is partly a thinking process in which teacher knowledge plays a pivotal role in making instructional choices (Breen, Hird, Milton, Oliver, & Thwaite, 2001). The present study contributes to understandings of teacher knowledge by exploring the types of knowledge, which practicing teachers value in…

Effective domain-dependent reuse in medical knowledge bases.

PubMed

Dojat, M; Pachet, F

1995-12-01

Knowledge reuse is now a critical issue for most developers of medical knowledge-based systems. As a rule, reuse is addressed from an ambitious, knowledge-engineering perspective that focuses on reusable general purpose knowledge modules, concepts, and methods. However, such a general goal fails to take into account the specific aspects of medical practice. From the point of view of the knowledge engineer, whose goal is to capture the specific features and intricacies of a given domain, this approach addresses the wrong level of generality. In this paper, we adopt a more pragmatic viewpoint, introducing the less ambitious goal of "domain-dependent limited reuse" and suggesting effective means of achieving it in practice. In a knowledge representation framework combining objects and production rules, we propose three mechanisms emerging from the combination of object-oriented programming and rule-based programming. We show these mechanisms contribute to achieve limited reuse and to introduce useful limited variations in medical expertise.

Continuous Enhancement of Science Teachers' Knowledge and Skills through Scientific Lecturing.

PubMed

Azevedo, Maria-Manuel; Duarte, Sofia

2018-01-01

Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools. We evaluated the effectiveness of a training activity consisting of lectures covering environmental and health sciences conducted by scientists/academic teachers. The outcomes of this educational study were evaluated using a survey with several questions about environmental and health scientific topics. Responses to the survey were analyzed before and after the implementation of the scientific lectures. Our results showed that Basic and Secondary schools teachers' knowledge was greatly improved after the lectures. The teachers under training felt that these scientific lectures have positively impacted their current knowledge and awareness on several up-to-date scientific topics, as well as their teaching methods. This study emphasizes the importance of continuing teacher education concerning knowledge and awareness about health and environmental education.

Preservice and Inservice Teachers' Knowledge of Language Constructs in Finland

ERIC Educational Resources Information Center

Aro, Mikko; Björn, Piia Maria

2016-01-01

The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of…

Prospective Middle Grade Mathematics Teachers' Knowledge of Algebra for Teaching

ERIC Educational Resources Information Center

Huang, Rongjin; Kulm, Gerald

2012-01-01

This study examined prospective middle grade mathematics teachers' knowledge of algebra for teaching with a focus on knowledge for teaching the concept of function. 115 prospective teachers from an interdisciplinary program for mathematics and science middle teacher preparation at a large public university in the USA participated in a survey. It…

The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study

ERIC Educational Resources Information Center

Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca

2018-01-01

The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…

Transforming Knowledge in Undergraduate Teacher Education. A Craft Paper 91-1.

ERIC Educational Resources Information Center

Reid, Gem

This paper examines the teacher educator's role in assisting prospective teachers to grasp what it means to transform knowledge so that content and pedagogy intersect. Knowledge is not certain nor is its authority held in the text or the teacher's lesson plans. If students perceive knowledge to be open-ended, requiring vital curiosity, they will…

Teachers' Knowledge and Beliefs About Child Sexual Abuse.

PubMed

Márquez-Flores, María Mercedes; Márquez-Hernández, Verónica V; Granados-Gámez, Genoveva

2016-07-01

Child sexual abuse is one of the main types of abuse still to be addressed within the field of education, yet the education system itself can serve as a primary tool for its prevention. A better understanding of teachers' knowledge and beliefs about child sexual abuse will allow us to establish key starting points from which to utilize the system for prevention. Four hundred and fifty teachers participated in this study, completing a questionnaire regarding their knowledge and beliefs about child sexual abuse. The study revealed that over half the teachers, 65.3% (n = 294), had never received any type of training in child sexual abuse education and that the majority were not familiar with methods of identifying child sexual abuse, 90.7% (n = 279). Various mistaken beliefs were identified among the participating teachers, such as pathological profiles of abusers, that the vast majority of child sexual abuse implies violent behavior, and that there cannot be abusers the same age as the victim. These results indicate that knowledge deficiencies do exist about child sexual abuse among teachers and highlight the need for training in this field.

Memetic Algorithms, Domain Knowledge, and Financial Investing

ERIC Educational Resources Information Center

Du, Jie

2012-01-01

While the question of how to use human knowledge to guide evolutionary search is long-recognized, much remains to be done to answer this question adequately. This dissertation aims to further answer this question by exploring the role of domain knowledge in evolutionary computation as applied to real-world, complex problems, such as financial…

Teachers' Professional Learning: The Role of Knowledge Management Practices

ERIC Educational Resources Information Center

Niehoff, Karissa

2010-01-01

This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…

Primary Grade Teachers' Knowledge and Perceptions of Head Lice.

ERIC Educational Resources Information Center

Kirchofer, Gregg M.; Price, James H.; Telljohann, Susan K.

2001-01-01

Surveyed primary school teachers regarding knowledge of head lice, self-efficacy in handling head lice, and preferred information sources. Teachers needed more knowledge about head lice. About half had high efficacy expectations regarding their ability to control the spread of lice. Most reported receiving information from school nurses. Knowledge…

Indonesian Primary Teachers' Mathematical Knowledge for Teaching Geometry: Implications for Educational Policy and Teacher Preparation Programs

ERIC Educational Resources Information Center

Ng, Dicky

2011-01-01

This study examines Indonesian primary teachers' mathematical knowledge for teaching geometry and what factors contribute to this knowledge. A translated and adapted version of the Learning Mathematics for Teaching measures and the Indonesian Educational Survey were used to gather information on teachers' knowledge for teaching geometry and their…

A "Knowledge Quartet" Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge

ERIC Educational Resources Information Center

Livy, Sharyn

2010-01-01

This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A "knowledge quartet" (Rowland, Turner, Thwaites, & Huckstep, 2009) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary…

Beyond Reflection: Perception, Virtue, and Teacher Knowledge

ERIC Educational Resources Information Center

Hostetler, Karl D.

2016-01-01

In this article, I aim to vindicate the belief that many teachers have that their intuitions, insights, or perceptions are legitimate--and indispensable--guides for their teaching. Perceptions can constitute knowledge. This runs counter to some number of views that emphasize "reflective practice" and teachers as "reflective…

Teachers' Knowledge About Informal Line of Best Fit

ERIC Educational Resources Information Center

Casey, Stephanie A.; Wasserman, Nicholas H.

2015-01-01

The purpose of this study was to investigate teachers' subject matter knowledge relevant to the teaching of informal line of best fit. Task-based interviews were conducted with nineteen pre-service and in-service mathematics teachers. The results include descriptions and categorizations of teachers' conceptions, criteria for placement, accuracy of…

On Singapore Prospective Secondary School Teachers' Mathematical Content Knowledge

ERIC Educational Resources Information Center

Toh, Tin Lam

2017-01-01

This paper reports the performance of one entire cohort of Singapore prospective secondary school mathematics teachers in a mathematics proficiency test. The prospective teachers were admitted to the teacher education program specializing in teaching secondary school mathematics. The strengths of the prospective teachers' content knowledge, their…

Effects of domain knowledge, working memory capacity, and age on cognitive performance: an investigation of the knowledge-is-power hypothesis.

PubMed

Hambrick, David Z; Engle, Randall W

2002-06-01

Domain knowledge facilitates performance in many cognitive tasks. However, very little is known about the interplay between domain knowledge and factors that are believed to reflect general, and relatively stable, characteristics of the individual. The primary goal of this study was to investigate the interplay between domain knowledge and one such factor: working memory capacity. Adults from wide ranges of working memory capacity, age, and knowledge about the game of baseball listened to, and then answered questions about, simulated radio broadcasts of baseball games. There was a strong facilitative effect of preexisting knowledge of baseball on memory performance, particularly for information judged to be directly relevant to the baseball games. However, there was a positive effect of working memory capacity on memory performance as well, and there was no indication that domain knowledge attenuated this effect. That is, working memory capacity contributed to memory performance even at high levels of domain knowledge. Similarly, there was no evidence that domain knowledge attenuated age-related differences (favoring young adults) in memory performance. We discuss implications of the results for understanding proficiency in cognitive domains from an individual-differences perspective. Copyright 2001 Elsevier Science (USA).

Developing Preservice Teachers' Knowledge of Science Teaching Through Video Clubs

NASA Astrophysics Data System (ADS)

Johnson, Heather J.; Cotterman, Michelle E.

2015-06-01

Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in Journal of Research in Science Teaching 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for teaching is a crucial and ongoing question for preservice teacher educators. Recently, video clubs are being explored as potential contexts for teacher learning (Barnhart & van Es in Teaching and Teacher Education 45:83-93, 2015; Sherin & Han in Teaching and Teacher Education 20:163-183, 2004). We hypothesized that pairing video clubs with student teaching experiences would provide a forum for preservice teachers to discuss issues relevant to their professional trajectory through exposure to models of peer teaching and opportunities to reflect on practice. In this study, we explored how secondary science preservice teachers used video club to restructure their overall science knowledge into science knowledge for teaching. Our findings suggest that video clubs allowed preservice teachers to access and leverage student thinking and instructional resources to deepen their understanding of science content and trajectories for science learning.

Developing Teachers' Leadership Knowledge: Pillars for the "New Reform"

ERIC Educational Resources Information Center

Neumann, Maureen D.; Jones, Laura C.; Webb, P. Taylor

2007-01-01

This work describes how teacher education programs can inform teachers' knowledge and practice of leadership. We introduce a leadership typology to illustrate how teachers can lead organizational reform for pedagogical excellence and socially just practices. The model provides teacher educators ways to identify and resolve conflicts generated by…

Teacher Beliefs, Knowledge, and Practice of Self-Regulated Learning

ERIC Educational Resources Information Center

Spruce, Robin; Bol, Linda

2015-01-01

This study examined teacher beliefs, knowledge, and classroom practice of self-regulated learning for ten elementary and middle school teachers. Using Zimmerman's SRL model to frame our method and results, we administered questionnaires, observed classrooms and conducted interviews with these teachers. Teachers had positive beliefs about the role…

Ghanaian Junior High School Science Teachers' Knowledge of Contextualised Science Instruction

ERIC Educational Resources Information Center

Ngman-Wara, Ernest I. D.

2015-01-01

The purpose of the study was to investigate Junior High School science teachers' knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers' knowledge of…

The challenges facing initial teacher education: Irish prospective elementary teachers' mathematics subject matter knowledge

NASA Astrophysics Data System (ADS)

Hourigan, Mairéad; O'Donoghue, John

2013-01-01

Given the acknowledged relationship between teachers' knowledge, their teaching and pupil learning, teachers' mathematics subject matter knowledge (MSMK) has received increased attention internationally. As children's early mathematics experiences have been recognized as a critical stage, elementary teachers' MSMK has become a focal point among researchers and policy makers alike. International research findings have uncovered that in many cases, there is a mismatch between what is perceived to be an appropriate MSMK for teaching elementary mathematics and that demonstrated by many qualified and prospective elementary teachers. Following repeated incidences of weak MSMK during interactions with prospective elementary teachers in one Irish College of Education (provider of initial teacher education programme for elementary teachers), this study sought to examine and address the issue purposefully through two cycles of action research. This article focuses on the data collected prospective teachers' MSMK in the initial stage (reconnaissance) of these cycles, i.e. pre-test findings. While considerable differences were evident among the pre-test population, the findings suggest that prior to the intervention stage many participating prospective teachers; regardless of previous mathematics achievements or the level of mathematics study; demonstrate weaknesses and gaps in their 'common' MSMK. Particular difficulties were evident in relation to pre-test items requiring knowledge of rational numbers, conceptual understanding or problem solving. These findings highlight the inadequacy of previous mathematics achievements and indeed minimum entry requirements as predictors of MSMK for teaching. As well as its contribution at a local and national level, the findings provide an Irish perspective on this international issue.

Investigating Knowledge Exchange amongst School Teachers, University Teacher Educators and Industry Partners

ERIC Educational Resources Information Center

Maher, Damian; Schuck, Sandy; Perry, Rachel

2017-01-01

This article reports on a study in which teachers, university teacher educators and a software company formed a learning community which provided a mechanism for knowledge exchange regarding pedagogical approaches using mobile technologies. The study employed an interpretivist methodology. The findings indicated that the collaboration promoted…

Integrating natural language processing and web GIS for interactive knowledge domain visualization

NASA Astrophysics Data System (ADS)

Du, Fangming

Recent years have seen a powerful shift towards data-rich environments throughout society. This has extended to a change in how the artifacts and products of scientific knowledge production can be analyzed and understood. Bottom-up approaches are on the rise that combine access to huge amounts of academic publications with advanced computer graphics and data processing tools, including natural language processing. Knowledge domain visualization is one of those multi-technology approaches, with its aim of turning domain-specific human knowledge into highly visual representations in order to better understand the structure and evolution of domain knowledge. For example, network visualizations built from co-author relations contained in academic publications can provide insight on how scholars collaborate with each other in one or multiple domains, and visualizations built from the text content of articles can help us understand the topical structure of knowledge domains. These knowledge domain visualizations need to support interactive viewing and exploration by users. Such spatialization efforts are increasingly looking to geography and GIS as a source of metaphors and practical technology solutions, even when non-georeferenced information is managed, analyzed, and visualized. When it comes to deploying spatialized representations online, web mapping and web GIS can provide practical technology solutions for interactive viewing of knowledge domain visualizations, from panning and zooming to the overlay of additional information. This thesis presents a novel combination of advanced natural language processing - in the form of topic modeling - with dimensionality reduction through self-organizing maps and the deployment of web mapping/GIS technology towards intuitive, GIS-like, exploration of a knowledge domain visualization. A complete workflow is proposed and implemented that processes any corpus of input text documents into a map form and leverages a web

Examination of Pre-Service Mathematics Teachers' Knowledge of Teaching Function Concept

ERIC Educational Resources Information Center

Tasdan, Berna Tataroglu; Koyunkaya, Melike Yigit

2017-01-01

Teaching of mathematics could be improved with teachers who have a strong mathematical knowledge and have an ability to reflect this knowledge on their teaching. Therefore, it is important to develop mathematics teachers' theoretical and pedagogical knowledge. This study was designed to examine pre-service secondary mathematics teachers' (PSMT)…

[Teachers' knowledge, misconceptions, and lacks concerning Attention Deficit Hyperactivity Disorder].

PubMed

Jarque Fernández, Sonia; Tárraga Mínguez, Raúl; Miranda Casas, Ana

2007-11-01

This study was designed to analyze the knowledge, misconceptions, and lacks about Attention Deficit Hyperactivity Disorder (ADHD) in a sample of 193 teachers, as a replication of the study carried by Sciutto, Terjesen and Bender in 2000. Teachers completed the Knowledge of Attention Deficit Hyperactivity Disorder (KADDS) (Spanish version), adapted by the authors of this research, to measure knowledge of ADHD in three content areas: general knowledge, symptoms/diagnosis, and treatment. Results indicated an average of correct responses of 31.67, 63.88 and 40.46% in general knowledge, symptoms/diagnosis and treatment, respectively. Teachers displayed significantly more knowledge in the Symptoms/Diagnosis scale than in the other scales. Their knowledge correlated positively with: years of experience with hyperactive children, number of hyperactive pupils in their classrooms, and level of perceived self-efficacy. These findings are consistent with those obtained by Sciutto and colleagues.

Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul

2015-01-01

This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…

Predicting the Geometry Knowledge of Pre-Service Elementary Teachers

ERIC Educational Resources Information Center

Duatepe Aksu, Asuman

2013-01-01

In this study, the aim was to examine the factors that predict the geometry knowledge of pre-service elementary teachers. Data was collected on 387 pre-service elementary teachers from four universities by using a geometry knowledge test, the van Hiele geometric thinking level test, a geometry self efficacy scale and a geometry attitude scale.…

Conceptually and Methodologically Vexing Issues in Teacher Knowledge Assessment

ERIC Educational Resources Information Center

Reutzel, D. Ray; Dole, Janice A.; Read, Sylvia; Fawson, Parker; Herman, Kerry; Jones, Cindy D.; Sudweeks, Richard; Fargo, Jamison

2011-01-01

The purpose of this article is to describe the vexing issues that arise as researchers try to define and assess the knowledge teachers need to teach reading and writing effectively in the primary grades. Over the past several years, the authors of this article have developed and tested an assessment system of teacher knowledge under a grant titled…

Secondary Teachers' Nutrition Knowledge, Attitudes, and Practices.

ERIC Educational Resources Information Center

Penner, Karen P.; Kolasa, Kathryn M.

The nutrition knowledge, attitudes, and practices of secondary teachers of health and physical education, home economics, science, and social studies were assessed. Of the 518 teachers who completed the survey instruments, 43 percent had never taken a food or nutrition course, and 63 percent had no inservice training in nutrition or food…

Knowledge Discovery from Biomedical Ontologies in Cross Domains.

PubMed

Shen, Feichen; Lee, Yugyung

2016-01-01

In recent years, there is an increasing demand for sharing and integration of medical data in biomedical research. In order to improve a health care system, it is required to support the integration of data by facilitating semantic interoperability systems and practices. Semantic interoperability is difficult to achieve in these systems as the conceptual models underlying datasets are not fully exploited. In this paper, we propose a semantic framework, called Medical Knowledge Discovery and Data Mining (MedKDD), that aims to build a topic hierarchy and serve the semantic interoperability between different ontologies. For the purpose, we fully focus on the discovery of semantic patterns about the association of relations in the heterogeneous information network representing different types of objects and relationships in multiple biological ontologies and the creation of a topic hierarchy through the analysis of the discovered patterns. These patterns are used to cluster heterogeneous information networks into a set of smaller topic graphs in a hierarchical manner and then to conduct cross domain knowledge discovery from the multiple biological ontologies. Thus, patterns made a greater contribution in the knowledge discovery across multiple ontologies. We have demonstrated the cross domain knowledge discovery in the MedKDD framework using a case study with 9 primary biological ontologies from Bio2RDF and compared it with the cross domain query processing approach, namely SLAP. We have confirmed the effectiveness of the MedKDD framework in knowledge discovery from multiple medical ontologies.

Knowledge Discovery from Biomedical Ontologies in Cross Domains

PubMed Central

Shen, Feichen; Lee, Yugyung

2016-01-01

In recent years, there is an increasing demand for sharing and integration of medical data in biomedical research. In order to improve a health care system, it is required to support the integration of data by facilitating semantic interoperability systems and practices. Semantic interoperability is difficult to achieve in these systems as the conceptual models underlying datasets are not fully exploited. In this paper, we propose a semantic framework, called Medical Knowledge Discovery and Data Mining (MedKDD), that aims to build a topic hierarchy and serve the semantic interoperability between different ontologies. For the purpose, we fully focus on the discovery of semantic patterns about the association of relations in the heterogeneous information network representing different types of objects and relationships in multiple biological ontologies and the creation of a topic hierarchy through the analysis of the discovered patterns. These patterns are used to cluster heterogeneous information networks into a set of smaller topic graphs in a hierarchical manner and then to conduct cross domain knowledge discovery from the multiple biological ontologies. Thus, patterns made a greater contribution in the knowledge discovery across multiple ontologies. We have demonstrated the cross domain knowledge discovery in the MedKDD framework using a case study with 9 primary biological ontologies from Bio2RDF and compared it with the cross domain query processing approach, namely SLAP. We have confirmed the effectiveness of the MedKDD framework in knowledge discovery from multiple medical ontologies. PMID:27548262

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

2015-05-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

Preschool children's mathematical knowledge: The effect of teacher "math talk.".

PubMed

Klibanoff, Raquel S; Levine, Susan C; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V

2006-01-01

This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year. Copyright 2006 APA, all rights reserved.

Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

2018-01-01

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

Understanding Geometric Ideas: Pre-Service Primary Teachers' Knowledge as a Basis for Teaching

ERIC Educational Resources Information Center

Seah, Rebecca

2015-01-01

This paper reports part of an ongoing investigation into aspects of pre-service teachers' geometric knowledge. One hundred and fifty-two Australian pre-service teachers responded to a series of questions that reflect the type of knowledge teachers are expected to know and teach. Analysis of their responses shows that teacher knowledge can be…

PCK: How Teachers Transform Subject Matter Knowledge.

ERIC Educational Resources Information Center

Veal, William R.; van Driel, Jan; Hulshof, Hans

2001-01-01

Review of book on the concept of pedagogical content knowledge (PCK), including chapters reviewing an extensive body of research on the knowledge base for teaching, especially science, and the application of PCK to the design of elementary and secondary school science teacher-education programs. (PKP)

Effects of Domain Knowledge, Working Memory Capacity, and Age on Cognitive Performance: An Investigation of the Knowledge-Is-Power Hypothesis

ERIC Educational Resources Information Center

Hambrick, David Z.; Engle, Randall W.

2002-01-01

Domain knowledge facilitates performance in many cognitive tasks. However, very little is known about the interplay between domain knowledge and factors that are believed to reflect general, and relatively stable, characteristics of the individual. The primary goal of this study was to investigate the interplay between domain knowledge and one…

Supporting the Transference of Knowledge about Language within Teacher Education Programs

ERIC Educational Resources Information Center

Fenwick, Lisl; Endicott, Michele; Quinn, Marie; Humphrey, Sally

2014-01-01

Teacher education is effective when pre-service teachers are able to transfer knowledge from content areas to practice. This study investigates the extent to which curriculum and assessment designs, along with teaching practices, supported pre-service teachers to transfer knowledge gained about language from a first-year course into a second-year…

Language Teacher Educators' Pedagogical Knowledge: Validating a Proposed Model

ERIC Educational Resources Information Center

Moradkhani, Shahab

2017-01-01

The aim of the current study was twofold: identifying the constituent components of language teacher educators' pedagogical knowledge, and investigating possible differences among teachers, teacher educators, and university professors' opinions about these components. Data were collected from 436 participants using a questionnaire. The results of…

Developing Learning Progression-Based Teacher Knowledge Measures

ERIC Educational Resources Information Center

Jin, Hui; Shin, HyoJeong; Johnson, Michele E.; Kim, JinHo; Anderson, Charles W.

2015-01-01

This study developed learning progression-based measures of science teachers' content knowledge (CK) and pedagogical content knowledge (PCK). The measures focus on an important topic in secondary science curriculum using scientific reasoning (i.e., tracing matter, tracing energy, and connecting scales) to explain plants gaining weight and…

Effects of Working Memory Capacity and Domain Knowledge on Recall for Grocery Prices.

PubMed

Bermingham, Douglas; Gardner, Michael K; Woltz, Dan J

2016-01-01

Hambrick and Engle (2002) proposed 3 models of how domain knowledge and working memory capacity may work together to influence episodic memory: a "rich-get-richer" model, a "building blocks" model, and a "compensatory" model. Their results supported the rich-get-richer model, although later work by Hambrick and Oswald (2005) found support for a building blocks model. We investigated the effects of domain knowledge and working memory on recall of studied grocery prices. Working memory was measured with 3 simple span tasks. A contrast of realistic versus fictitious foods in the episodic memory task served as our manipulation of domain knowledge, because participants could not have domain knowledge of fictitious food prices. There was a strong effect for domain knowledge (realistic food-price pairs were easier to remember) and a moderate effect for working memory capacity (higher working memory capacity produced better recall). Furthermore, the interaction between domain knowledge and working memory produced a small but significant interaction in 1 measure of price recall. This supported the compensatory model and stands in contrast to previous research.

Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know?

ERIC Educational Resources Information Center

Linsell, Chris; Anakin, Megan

2013-01-01

The mathematics content knowledge of pre-service teachers is a growing area of inquiry. This topic requires further theoretical development due to the limited applicability of current cognitive and practice-oriented frameworks of mathematics content knowledge to beginning pre-service teachers. Foundation content knowledge is an integrated,…

Elementary School Teachers' Familiarity, Conceptual Knowledge, and Interest in Light

ERIC Educational Resources Information Center

Mumba, Frackson; Mbewe, Simon; Chabalengula, Vivien M.

2015-01-01

This study explored elementary school teachers' familiarity, conceptual knowledge, and interest in learning more about light and its related concepts. This study also sought to establish the relationship between elementary school teachers' familiarity, conceptual knowledge, and interest in learning light concepts. Sixty-six lower and upper…

An Extensive Analysis of Preservice Elementary Teachers' Knowledge of Fractions

ERIC Educational Resources Information Center

Newton, Kristie Jones

2008-01-01

The study of preservice elementary teachers' knowledge of fractions is important because fractions are notoriously difficult to learn and teach. Unfortunately, studies of preservice teachers' fraction knowledge are limited and have focused primarily on division. The present study included all four operations to provide a more comprehensive…

Primary Teacher Educators' Perception of Desired and Achieved Pedagogical Content Knowledge in Geography Education in Primary Teacher Training

ERIC Educational Resources Information Center

Blankman, Marian; van der Schee, Joop; Volman, Monique; Boogaard, Marianne

2015-01-01

This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students' desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators…

Accounting for Teacher Knowledge: Reterritorializations as Epistemic Suicide

ERIC Educational Resources Information Center

Webb, P. Taylor

2007-01-01

Educators are experiencing a knowledge crisis and, as a result, they are committing epistemological suicide. The crisis is born out of two different conceptions of teacher knowledge, each containing a limitation that generates fissures within the respective knowledge paradigm. Educators commit epistemic suicide when surveillance technologies,…

Reading for meaning: The foundational knowledge every teacher of science should have

NASA Astrophysics Data System (ADS)

Patterson, Alexis; Roman, Diego; Friend, Michelle; Osborne, Jonathan; Donovan, Brian

2018-02-01

Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students' reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.

Teachers' Knowledge Development and Change: Untangling Beliefs and Practices

ERIC Educational Resources Information Center

Theriot, Shirley; Tice, Kathleen C.

2009-01-01

Through a case-study approach, the authors focus on understanding the complexity of teachers' knowledge development, particularly as it pertains to teachers' beliefs about literacy development and their teaching practices in literacy. Participants of the study are middle-school teachers who shared their beliefs and practices through (1) a…

An Investigation of the Technological Pedagogical Content Knowledge of Pre-Service Teachers

ERIC Educational Resources Information Center

Horzum, Mehmet Baris

2013-01-01

This study investigates whether pre-service teachers' learning approach and gender are related to their technological knowledge, their technological content knowledge, their technological pedagogical knowledge and their technological pedagogical content knowledge. The sample of the study consisted of 239 pre-service teachers. It was found that an…

A feature dictionary supporting a multi-domain medical knowledge base.

PubMed

Naeymi-Rad, F

1989-01-01

Because different terminology is used by physicians of different specialties in different locations to refer to the same feature (signs, symptoms, test results), it is essential that our knowledge development tools provide a means to access a common pool of terms. This paper discusses the design of an online medical dictionary that provides a solution to this problem for developers of multi-domain knowledge bases for MEDAS (Medical Emergency Decision Assistance System). Our Feature Dictionary supports phrase equivalents for features, feature interactions, feature classifications, and translations to the binary features generated by the expert during knowledge creation. It is also used in the conversion of a domain knowledge to the database used by the MEDAS inference diagnostic sessions. The Feature Dictionary also provides capabilities for complex queries across multiple domains using the supported relations. The Feature Dictionary supports three methods for feature representation: (1) for binary features, (2) for continuous valued features, and (3) for derived features.

Content knowledge of prospective elementary school teacher for fractional concepts

NASA Astrophysics Data System (ADS)

Pattimukay, N.; Juniati, D.; Budiarto, M. T.

2018-03-01

The aim of this study was to describe the content knowledge especially the concept of fraction of prospective elementary school teacher. The purpose of this study is to describe the content knowledge, especially the concept of fraction of prospective elementary school teacher. The subject of the study was one of prospective elementary school teacher of Pattimura University. This research is qualitative research. Data were collected through the provision of tests to explore the knowledge content of primary school teacher candidates about fractional concepts. Then continued with qualitative data analysis. The results of this study are as follows: that the prospective primary school teacher defines fractions as part of the whole if an object is divided into equal parts, so that the part that has been divided is part of the whole. Furthermore, the prospective elementary school teacher understood the fractions as division shown in two ways, namely the prospective elementary school teacher understood the fraction as a division operation, the primary school teacher candidate interpreted the fraction as a division when an object is divided be part of the same. Meanwhile, the fraction as a ratio is interpreted as the relationship between a pair of numbers. Then, the denominations are interpreted as a ratio between the numerator and the denominator of the same value. The prospective elementary school teacher also understands fractions of value when simplifying fractions. Primary school teacher candidates understand the concept of fractional operations.

Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

ERIC Educational Resources Information Center

Xu, Wei

2015-01-01

Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

Reading Content Knowledge: What Do Teachers Need to Know and How Can We Assess Their Knowledge?

ERIC Educational Resources Information Center

Lilienthal, Linda K.

2008-01-01

The purpose of this study was to investigate preservice teachers' reading content knowledge, to develop a definition of reading, and to develop an informal test of teachers' reading content knowledge. A content analysis of two contemporary reading textbooks used in university reading courses was the source of a six-tier, hierarchical definition of…

Teacher Learning of Subject Matter Knowledge through an Educative Curriculum

ERIC Educational Resources Information Center

Noh, Jihwa; Webb, Matthew

2015-01-01

The authors examined the characterization of mathematical knowledge of teachers using educative curriculum materials. In particular, they investigated knowledge of change and rate of change (in the context of algebra and functions) of 12 teachers with differing levels of experience. Participants used a same set of curriculum materials that embed…

Difficult Knowledge and Social Studies (Teacher) Education

ERIC Educational Resources Information Center

Garrett, H. James

2010-01-01

Social studies education is a field in which those involved--teachers and students--encounter what can be called "difficult knowledge". Difficult knowledge is a theoretical construct suggesting that when an individual encounters representations of social and historical trauma in a learning situation there exists a host of emotional and pedagogical…

New Zealand Teachers' Understanding of Childhood Mild Traumatic Brain Injury: Investigating and Enhancing Teacher Knowledge and Practice

ERIC Educational Resources Information Center

Case, Rosalind Jane Leamy; Starkey, Nicola J.; Jones, Kelly; Barker-Collo, Suzanne; Feigin, Valery

2017-01-01

This two-phase study investigated New Zealand primary school teachers' knowledge and perceptions of childhood mild Traumatic Brain Injury (mTBI), and evaluated the effectiveness of a professional development workshop for enhancing teacher knowledge regarding mTBI. In phase one, 19 teachers from schools in the Waikato and Bay of Plenty engaged in…

Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance

ERIC Educational Resources Information Center

Tchoshanov, Mourat; Cruz, Maria D.; Huereca, Karla; Shakirova, Kadriya; Shakirova, Liliana; Ibragimova, Elena N.

2017-01-01

This mixed methods study examined an association between cognitive types of teachers' mathematical content knowledge and students' performance in lower secondary schools (grades 5 through 9). Teachers (N = 90) completed the Teacher Content Knowledge Survey (TCKS), which consisted of items measuring different cognitive types of teacher knowledge.…

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities

NASA Astrophysics Data System (ADS)

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-09-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48)-and curricular knowledge, respectively (rlatent = .35)-are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.

Network Search: A New Way of Seeing the Education Knowledge Domain

ERIC Educational Resources Information Center

McFarland, Daniel; Klopfer, Eric

2010-01-01

Background: The educational knowledge domain may be understood as a system composed of multiple, co-evolving networks that reflect the form and content of a cultural field. This paper describes the educational knowledge domain as having a community structure (form) based in relations of production (authoring) and consumption (referencing), and a…

Whale or Shark? A Description of State Policy Domains for Teacher Education.

ERIC Educational Resources Information Center

Tate, Phillip

1988-01-01

Results of a comparative case study of four states (Illinois, Massachusetts, North Carolina, Texas) revealed the existence of identifiable sociopolitical systems (policy domains), at the state level, for determining teacher education standards. State systems for the governance of teacher education are described with regard to participants and how…

Excellence in clinical teaching: knowledge transformation and development required.

PubMed

Irby, David M

2014-08-01

Clinical teachers in medicine face the daunting task of mastering the many domains of knowledge needed for practice and teaching. The breadth and complexity of this knowledge continue to increase, as does the difficulty of transforming the knowledge into concepts that are understandable to learners. Properly targeted faculty development has the potential to expedite the knowledge transformation process for clinical teachers. Based on my own research in clinical teaching and faculty development, as well as the work of others, I describe the unique forms of clinical teacher knowledge, the transformation of that knowledge for teaching purposes and implications for faculty development. The following forms of knowledge for clinical teaching in medicine need to be mastered and transformed: (i) knowledge of medicine and patients; (ii) knowledge of context; (iii) knowledge of pedagogy and learners, and (iv) knowledge integrated into teaching scripts. This knowledge is employed and conveyed through the parallel processes of clinical reasoning and clinical instructional reasoning. Faculty development can facilitate this knowledge transformation process by: (i) examining, deconstructing and practising new teaching scripts; (ii) focusing on foundational concepts; (iii) demonstrating knowledge-in-use, and (iv) creating a supportive organisational climate for clinical teaching. To become an excellent clinical teacher in medicine requires the transformation of multiple forms of knowledge for teaching purposes. These domains of knowledge allow clinical teachers to provide tailored instruction to learners at varying levels in the context of fast-paced and demanding clinical practice. Faculty development can facilitate this knowledge transformation process. © 2014 John Wiley & Sons Ltd.

Teacher Education: Considerations for a Knowledge Base Framework.

ERIC Educational Resources Information Center

Tumposky, Nancy

Traditionally, the knowledge base has been defined more as product than process and has encompassed definitions, principles, values, and facts. Recent reforms in teaching and teacher education have brought about efforts to redefine the knowledge base. The reconceptualized knowledge base builds upon the earlier model but gives higher priority to…

Learning to Be a Math Teacher: What Knowledge Is Essential?

ERIC Educational Resources Information Center

Reid, Mary; Reid, Steven

2017-01-01

This study critically examined the math content knowledge (MCK) of teacher candidates (TCs) enrolled in a two-year Master of Teaching (MT) degree. Teachers require a solid math knowledge base in order to support students' achievement. Provincial and international math assessments have been of major concern in Ontario, Canada, due to declining…

Knowledge Sharing and Creation in a Teachers' Professional Virtual Community

ERIC Educational Resources Information Center

Lin, Fu-ren; Lin, Sheng-cheng; Huang, Tzu-ping

2008-01-01

By virtue of the non-profit nature of school education, a professional virtual community composed of teachers provides precious data to understand the processes of knowledge sharing and creation. Guided by grounded theory, the authors conducted a three-phased study on a teachers' virtual community in order to understand the knowledge flows among…

Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability

ERIC Educational Resources Information Center

Danisman, Sahin; Tanisli, Dilek

2017-01-01

The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…

School Teachers' Knowledge about Autism in Saudi Arabia

ERIC Educational Resources Information Center

Haimour, Abdulhade I.; Obaidat, Yahia F.

2013-01-01

The purpose of this study was to find out what school teachers know about Autism. In addition, this study attempted to find out if there any significant differences in school teachers' knowledge about Autism depending on teachers' (gender, position, education level, teaching experience, and contact with students with Autism) variables. A total of…

Professional development in scientifically based reading instruction: teacher knowledge and reading outcomes.

PubMed

Podhajski, Blanche; Mather, Nancy; Nathan, Jane; Sammons, Janice

2009-01-01

This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and their students (n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experimental students' growth exceeded the controls in letter name fluency, phonemic segmentation, nonsense word fluency, and oral reading. Second-grade experimental students exceeded controls in phonemic segmentation. Although the teacher sample was small, findings suggest that teachers can improve their knowledge concerning explicit reading instruction and that this new knowledge may contribute to student growth in reading.

Effects of biology teachers' professional knowledge and cognitive activation on students' achievement

NASA Astrophysics Data System (ADS)

Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2016-11-01

This study examined the effects of teachers' biology-specific dimensions of professional knowledge - pedagogical content knowledge (PCK) and content knowledge (CK) - and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers' instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students' learning and an indirect effect of teachers' PCK on students' learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers' education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.

Teachers' Knowledge and Confidence for Promoting Positive Mental Health in Primary School Communities

ERIC Educational Resources Information Center

Askell-Williams, Helen; Lawson, Michael J.

2013-01-01

This paper reports an investigation into Australian primary school teachers' knowledge and confidence for mental health promotion. Questionnaires were delivered to 1397 teachers. In-depth interviews were held with 37 teachers. Quantitative results showed that half to two thirds of teachers felt efficacious and knowledgeable about selected…

Elementary Preservice Teachers' and Elementary Inservice Teachers' Knowledge of Mathematical Modeling

ERIC Educational Resources Information Center

Schwerdtfeger, Sara

2017-01-01

This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through…

Child Development Knowledge and Teacher Preparation: Confronting Assumptions.

ERIC Educational Resources Information Center

Katz, Lilian G.

This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts…

Multilingualism in an EFL Practicum: Increasing Student Teachers' Pedagogical Knowledge

ERIC Educational Resources Information Center

Olivero, María Matilde

2015-01-01

Research in second language teacher education has demonstrated that novice teachers have difficulty in using their pedagogical knowledge, which partly results from a heavy focus on theory offered in teacher training programs (e.g., Bartels, 2005, 2009; Tarone & Allwright, 2005). In order to better equip student teachers with the knowledge…

Personal Knowledge in Educational Autobiography: An Investigation on "Good Teachers"

ERIC Educational Resources Information Center

Liu, Lianghua

2009-01-01

A good teacher has various characteristics. We can observe directly teachers' behaviors or read their professional papers. However, the effective way is to have teachers tell their personal life history or educational autobiography. The personal knowledge of a good teacher will be revealed through the personal life history. According to numerous…

Disentangling the Role of Domain-Specific Knowledge in Student Modeling

NASA Astrophysics Data System (ADS)

Ruppert, John; Duncan, Ravit Golan; Chinn, Clark A.

2017-08-01

This study explores the role of domain-specific knowledge in students' modeling practice and how this knowledge interacts with two domain-general modeling strategies: use of evidence and developing a causal mechanism. We analyzed models made by middle school students who had a year of intensive model-based instruction. These models were made to explain a familiar but unstudied biological phenomenon: late onset muscle pain. Students were provided with three pieces of evidence related to this phenomenon and asked to construct a model to account for this evidence. Findings indicate that domain-specific resources play a significant role in the extent to which the models accounted for provided evidence. On the other hand, familiarity with the situation appeared to contribute to the mechanistic character of models. Our results indicate that modeling strategies alone are insufficient for the development of a mechanistic model that accounts for provided evidence and that, while learners can develop a tentative model with a basic familiarity of the situation, scaffolding certain domain-specific knowledge is necessary to assist students with incorporating evidence in modeling tasks.

Childhood epilepsy: knowledge and attitude of primary school teachers in Port Harcourt, Nigeria.

PubMed

Alikor, E A D; Essien, A A

2005-01-01

This study was conducted to determine the knowledge of primary school teachers in Port Harcourt metropolis of epilepsy, their knowledge of the management of an attack of epilepsy and the attitude of these teachers towards epilepsy in children. This is a questionnaire-based, cross-sectional study of 118 school teachers from five randomly selected primary schools in Port Harcourt metropolis, Nigeria. Ten percent (12) of the 118 teachers were graded "Good", 45% (54) "Fair" and 43% (52) "Poor" in overall knowledge score. Sixty six teachers (56%) accept applying crude oil on the body as useful in stopping epileptic attacks in children. There was no significant association between overall knowledge score and sex, year of experience as a teacher and experience with a child with epilepsy. Only 10% of the teachers studied were classified as having overall good knowledge of epilepsy. Sixty nine teachers (58.5%) were graded as having good knowledge of cause of epilepsy. Only 38 (32%) disagree that the saliva drooled during an epileptic attack is contagious; one hundred (84.8%) and 65 (55.1%) agree that some childhood illnesses can cause epilepsy and that it runs in families respectively. Overall, 54 teachers (45.8%) had a cumulative score of negative attitude towards epilepsy. Eighty three teachers (73.3%) would want all children with epilepsy put in a special school whilst 57 (48%) agree that children with epilepsy should be withdrawn from schools. The longer the teacher's professional experience, the more the likelihood of positive attitude towards epilepsy but the association did not reach statistically significant level (p = 0.076). Attitude was not statistically associated with sex and educational qualification. The overall knowledge of primary school teachers in Port Harcourt metropolis of epilepsy and the first-aid management of an epileptic attack is poor. The attitude of these teachers towards epilepsy is negative. Education of the primary school teacher and general

Teachers' Knowledge of Children's Exposure to Family Risk Factors: Accuracy and Usefulness

ERIC Educational Resources Information Center

Dwyer, Sarah B.; Nicholson, Jan M.; Battistutta, Diana; Oldenburg, Brian

2005-01-01

Teachers' knowledge of children's exposure to family risk factors was examined using the Family Risk Factor Checklist-Teacher. Data collected for 756 children indicated that teachers had accurate knowledge of children's exposure to factors such as adverse life events and family socioeconomic status, which predicted children's mental health…

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

NASA Astrophysics Data System (ADS)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

Developing and Assessing Teachers' Knowledge of Game-Based Learning

ERIC Educational Resources Information Center

Shah, Mamta; Foster, Aroutis

2015-01-01

Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game…

Education: Pathways to Superior Content Knowledge in Preservice Teachers

ERIC Educational Resources Information Center

Ober, Derek Logan

2013-01-01

This research addresses lack of student teaching preparation. There is strong evidence that beginning teachers are not trained to adequately teach students due to their lack of preparation/content knowledge. The purpose of this study is to examine the experience of beginning teachers to try to understand why student teachers are not prepared for…

Virginia physical science teachers' content knowledge assessment and professional development preferences

NASA Astrophysics Data System (ADS)

Hendrick, M. Georgeann

The course content for middle school physical science in Virginia is defined by the Standards of Learning. These eleven categories include topics in scientific experimentation, the nature of matter, chemistry and physics. Content knowledge is essential if teachers are to provide effective teaching, which includes analogies, illustrations, examples, and most importantly, hands-on experimentation. One means of assessing teacher content knowledge is by determining their academic major and minor. Teachers lacking a major or minor in the classes they teach are defined as "out-of-field" by Ingersoll (1996). When he examined data for middle school physical science teachers, 74% were "out-of-field." This survey study had two major facets. First, Virginia teachers were asked to assess their content knowledge in all eleven categories. They were also asked to provide descriptive and demographic data about themselves (including their academic degrees) and their schools. Secondly, the teachers were asked for their professional development preferences as well as organizational logistics including location, time, other participants, and use of technology. The survey was mailed to each school containing an eighth grade within the Commonwealth. The survey response rate was 73%. The data was analyzed descriptively and analytically, using frequency, percentages, T-tests, and ANOVA. Three major findings emerged. (1) The three areas which teachers assessed as lowest content knowledge included PS.11 (Electricity and Magnetism), PS.9 (Light), and PS.8 (Sound). These exactly match the three topics most desired for professional development. (2) Based on Ingersoll's definition, 68% of Virginia's teachers are providing "out-of-field" instruction. In addition, teachers with fewer years of teaching experience or mixed assignments, and/or those teaching in smaller, more rural schools report lower content knowledge. (3) Teachers desire professional development in all eleven categories. They are

Knowledge, Attitudes, and Practices of School Teachers toward Oral Health in Davangere, India.

PubMed

Maganur, Prabhadevi C; Satish, V; Marwah, Nikhil; Vishwas, T D; Dayanand, M C

2017-01-01

The aim of this study was to assess the knowledge, attitudes, and practices of school teachers toward oral health. Descriptive study. School teachers (n = 150) of Davangere city were recruited into this study. The subjects completed a questionnaire that aimed to evaluate teachers' knowledge, attitudes, and practices on oral health. The results were statistically analyzed and percentage was calculated. The participants' oral hygiene habits were found to be regular. The majority of teachers showed good knowledge on oral health. Most of the teachers in this study recognized the importance of oral health. The majority of teachers did incorporate the importance of oral health in teaching and educating children in the school. But, not all teachers are involved effectively. So, the teachers should be trained comprehensively regarding importance of oral health and creating awareness on oral health promotion for their students in combination with health care personnel. Maganur PC, Satish V, Marwah N, Vishwas TD, Dayanand MC. Knowledge, Attitudes, and Practices of School Teachers toward Oral Health in Davangere, India. Int J Clin Pediatr Dent 2017;10(1):89-95.

Relationship of Self-Efficacy and Teacher Knowledge for Prospective Elementary Education Teachers

ERIC Educational Resources Information Center

Sharp, Ann C.; Brandt, Lorilynn; Tuft, Elaine A.; Jay, Sandy

2016-01-01

This research investigates relationships between prospective teachers' self-efficacy of literacy instruction and their growing knowledge of literacy essentials. An instrument was used that is one part self-ratings of confidence levels in teaching specific literacy skills and one part assessment of literacy knowledge required to teach those skills.…

Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-Base Chemistry

ERIC Educational Resources Information Center

Drechsler, Michal; Van Driel, Jan

2008-01-01

We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1)…

Rethinking Teacher Preparation: Conceptualizing Skills and Knowledge of Novice Teachers of Secondary Mathematics

ERIC Educational Resources Information Center

Cummings, Margarita Borelli

2010-01-01

This dissertation examines the extent to which novice secondary mathematics teachers (licensed and currently teaching in Utah) perceive they are prepared to do the work of teaching secondary mathematics. It first examined if novice secondary mathematics teachers' perceptions of their knowledge and skills of doing their work fell into four…

The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks

ERIC Educational Resources Information Center

Strohmer, Janina; Mischo, Christoph

2015-01-01

Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…

Growing the Tree of Teacher Knowledge: Ten Years of Learning to Teach Elementary Science

ERIC Educational Resources Information Center

Mulholland, Judith; Wallace, John

2005-01-01

Pedagogical content knowledge (PCK) is a much debated and studied construct. In this article, we adopt an all-embracing view of PCK to examine the development of one elementary science teacher's knowledge over a 10-year period. We portray this teacher's knowledge at three critical points in her career--as a student teacher, beginning teacher, and…

Identifying and Evaluating Teachers' Knowledge in Relation to Child Abuse and Neglect: A Qualitative Study with Australian Early Childhood Teachers

ERIC Educational Resources Information Center

Walsh, Kerryann; Farrell, Ann

2008-01-01

Child abuse and neglect are serious social problems that make extraordinary demands on teachers' knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers'…

Mathematics Teachers' Knowledge of Student Thinking and Its Evidences in Their Instruction

ERIC Educational Resources Information Center

Çelik, Aytug Özaltun; Güzel, Esra Bukova

2017-01-01

The aim of this case study is to examine mathematics teachers' knowledge of students' thinking and its evidences in their teaching. The participants were three secondary mathematics teachers. Data were gathered from interviews and observations. While analyzing the data, the framework about teachers' knowledge of students' thinking was used. The…

What Is the Current Level of Asthma Knowledge in Elementary, Middle, and High School Teachers?

ERIC Educational Resources Information Center

Carey, Stephen

2013-01-01

This study examined teacher asthma knowledge based on three areas including (a) the level of teacher asthma knowledge in the Maury County Public School System, (b) the level of teacher asthma knowledge based on five demographic factors, and (c) the level of teacher asthma knowledge in the Maury County Public School System compared with teacher…

Medical teachers conceptualize a distinctive form of clinical knowledge.

PubMed

Barrett, J; Yates, L; McColl, G

2015-05-01

For over four decades, there have been efforts to specify the types of knowledge that medical students need, how that knowledge is acquired and how its constituent parts are related. It is one of the areas of continuing concern underlying medical education reform. Despite their importance to medical students' learning and development, the perspectives of medical teachers in hospitals are not always considered in such discourse. This study sought to generate an understanding of these teachers' values, perspectives and approaches by listening to them and seeing them in their everyday teaching work, finding and understanding the meanings they bring to the work of medical teaching in hospitals. In interviews, all of the teachers talked more about the optimal forms of knowledge that are important for students than they talked about the form of the teaching itself. Many revealed to students what knowledge they do and do not value. They had a particular way of thinking about clinical knowledge as existing in the people and the places in which the teaching and the clinical practice happen, and represented this as 'real' knowledge. By implication, there is other knowledge in medical education or in students' heads that is not real and needs to be transformed. Their values, practices and passions add texture and vitality to existing ways of thinking about the characteristics of clinical knowledge, how it is depicted in the discourse and the curriculum and how it is more dynamically related to other knowledge than is suggested in traditional conceptualizations of knowledge relationships.

Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

ERIC Educational Resources Information Center

Li, Yufeng; Xiong, Jianwen

2012-01-01

Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

Effects of Biology Teachers' Professional Knowledge and Cognitive Activation on Students' Achievement

ERIC Educational Resources Information Center

Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2016-01-01

This study examined the effects of teachers' biology-specific dimensions of professional knowledge--pedagogical content knowledge (PCK) and content knowledge (CK)--and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on…

Science Teacher Learning Progressions: A Review of Science Teachers' Pedagogical Content Knowledge Development

ERIC Educational Resources Information Center

Schneider, Rebecca M.; Plasman, Kellie

2011-01-01

Learning progressions are the successively more sophisticated ways of thinking about an idea that follow one another over a broad span of time. This review examines the research on science teachers' pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them. Research published…

Value Orientations of Candidate Teachers in Knowledge Society

ERIC Educational Resources Information Center

Erdem Keklik, Devrim

2016-01-01

Problem Statement: Enormous changes over the last decades have led to evolving roles of schools, teachers and education itself. This new era of a knowledge society has broadened boundaries of schools, education and learning. Thus, the variables involved in education demand exploration. One of the essential components of education is the teacher.…

Teacher Knowledge and Classroom Practice: Examining the Connection

ERIC Educational Resources Information Center

Gilbert, Michael; Gilbert, Barbara

2013-01-01

This paper extends existing research regarding content knowledge for teaching (CKT) and the role it plays in advancing student learning. Two teachers, with high and low measured CKT respectively, are observed on the same day teaching similar content. Many studies have recently been published linking student achievement to teacher's CKT and many US…

Measuring Preservice Teachers' Knowledge of Instructional Tasks for Teaching Elementary Content

ERIC Educational Resources Information Center

Kim, Insook; Ko, Bomna

2017-01-01

Purpose: The purpose of this study was to measure preservice teachers' knowledge of instructional tasks for teaching three manipulative skills in elementary physical education. Method: Data were collected to measure preservice teachers' entry and exit knowledge of instructional tasks that require selecting developmentally and sequentially…

Exploring EFL Teachers' CALL Knowledge and Competencies: In-Service Program Perspectives

ERIC Educational Resources Information Center

Liu, Mei-Hui; Kleinsasser, Robert C.

2015-01-01

This article describes quantitative and qualitative data providing perspectives on how six English as a Foreign Language (EFL) vocational high school teachers perceived CALL knowledge and competencies in a yearlong technology-enriched professional development program. The teachers' developing technological pedagogical content knowledge (TPACK) and…

Understanding and Supporting Teacher Horizon Knowledge around Limits: A Framework for Evaluating Textbooks for Teachers

ERIC Educational Resources Information Center

Kajander, Ann; Lovric, Miroslav

2017-01-01

As part of recent scrutiny of teacher capacity, the question of teachers' content knowledge of higher level mathematics emerges as important to the field of mathematics education. Elementary teachers in North America and some other countries tend to be subject generalists, yet it appears that some higher level mathematics background may be…

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

ERIC Educational Resources Information Center

Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian

2015-01-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base…

Measuring teachers' knowledge of attention deficit hyperactivity disorder: the MAE-TDAH Questionnaire.

PubMed

Soroa, Marian; Balluerka, Nekane; Gorostiaga, Arantxa

2014-10-28

The lack of methodological rigor is frequent in most of instruments developed to assess the knowledge of teachers regarding Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to develop a questionnaire, namely Questionnaire for the evaluation of teachers' knowledge of ADHD (MAE-TDAH), for measuring the level of knowledge about ADHD of infant and primary school teachers. A random sample of 526 teachers from 57 schools in the Autonomous Community of the Basque Country and Navarre was used for the analysis of the psychometric properties of the instrument. The participant teachers age range was between 22 and 65 (M = 42.59; SD = 10.89), and there were both generalist and specialized teachers. The measure showed a 4 factor structure (Etiology of ADHD, Symptoms/Diagnosis of ADHD, General information about ADHD and Treatment of ADHD) with adequate internal consistency (Omega values ranged between .83 and .91) and temporal stability indices (Spearman's Rho correlation values ranged between .62 and .79). Furthermore, evidence of convergent and external validity was obtained. Results suggest that the MAE-TDAH is a valid and reliable measure when it comes to evaluating teachers' level of knowledge of ADHD.

Assessing Teachers' Science Content Knowledge: A Strategy for Assessing Depth of Understanding

NASA Astrophysics Data System (ADS)

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan

2013-06-01

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades, many professional development programs attempt to strengthen teachers' content knowledge. Assessing this content knowledge is challenging. Concept inventories are reliable and efficient, but do not reveal depth of knowledge. Interviews and observations are time-consuming. The Problem Based Learning Project for Teachers implemented a strategy that includes pre-post instruments in eight content strands that permits blind coding of responses and comparison across teachers and groups of teachers. The instruments include two types of open-ended questions that assess both general knowledge and the ability to apply Big Ideas related to specific science topics. The coding scheme is useful in revealing patterns in prior knowledge and learning, and identifying ideas that are challenging or not addressed by learning activities. The strengths and limitations of the scoring scheme are identified through comparison of the findings to case studies of four participating teachers from middle and elementary schools. The cases include examples of coded pre- and post-test responses to illustrate some of the themes seen in teacher learning. The findings raise questions for future investigation that can be conducted using analyses of the coded responses.

Assessing the Effects of Teachers' Reading Knowledge on Students' Achievement Using Multilevel Propensity Score Stratification

ERIC Educational Resources Information Center

Kelcey, Ben

2011-01-01

This study investigated the relationship of teachers' reading knowledge with students' reading achievement using a direct teacher knowledge assessment rather than indirect proxies (e.g., certification). To address the inequitable distribution of teachers' knowledge resulting from differences in teachers' backgrounds and the disparities in how…

The Nature and Development of Middle School Mathematics Teachers' Knowledge

ERIC Educational Resources Information Center

Beswick, Kim; Callingham, Rosemary; Watson, Jane

2012-01-01

In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers' knowledge identified by Shulman ("1987") refined by Ball et al. ("2008") and extended to include teachers' confidence to use…

Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Khetsiwe Eunice Faith

Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

Professional Knowledge Required When Teaching Mathematics for Numeracy in the Multiplicative Domain

ERIC Educational Resources Information Center

Mills, Judith

2015-01-01

This paper presents findings as part of a wider study that investigated the professional knowledge of teachers when teaching mathematics for numeracy in the primary school classroom. This paper focuses on teachers in action as they taught two lessons on multiplication. It outlines the specific pedagogical categories the teachers used and the…

Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

ERIC Educational Resources Information Center

Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

2016-01-01

Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

Evaluating first-aid knowledge and attitudes of a sample of Turkish primary school teachers.

PubMed

Başer, Mürüvvet; Coban, Sibel; Taşci, Sultan; Sungur, Gönül; Bayat, Meral

2007-10-01

Knowledge of first aid, which constitutes life-saving treatments for injuries or unexpected illnesses, is important for every individual at every age. First aid and basic life support are so important that teaching basic first aid should be compulsory in all schools. The goal of this study was to determine the knowledge and attitudes of a sample of Turkish teachers regarding the administration of first aid. Three hundred twelve teachers took part in this study to evaluate knowledge and attitudes of teachers in primary schools about first aid. Data were obtained using a questionnaire. It included 30 questions that help identify the teachers and determine their knowledge and attitudes about first aid. Data were analyzed by chi-square test. In this study, it was determined that most of the teachers do not have correct knowledge and attitudes about first aid. For example, 65.1% of teachers gave incorrect answers regarding epistaxis, 63.5% for bee stings, and 88.5% for abrasion. It was found out that as the age of the teachers increases, appropriate first-aid practice becomes more and more unlikely. The results of this study showed that teachers did not have enough knowledge about first aid.

Teacher Change during Induction: Development of Beginning Primary Teachers' Knowledge, Beliefs and Performance

ERIC Educational Resources Information Center

Blömeke, Sigrid; Hoth, Jessica; Döhrmann, Martina; Busse, Andreas; Kaiser, Gabriele; König, Johannes

2015-01-01

Beginning primary teachers' knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a video-based assessment on their perception, interpretation, and decision-making skills. Research questions were (1) whether we have to deal with a…

Arab school teachers' knowledge, beliefs and reactions regarding stuttering.

PubMed

Abdalla, Fauzia A; St Louis, Kenneth O

2012-03-01

Stereotypes toward stuttering and people who stutter (PWS) are widespread in the general public irrespective of age, level of education, culture, geographic location and profession. Negative attitudes held by persons of authority like teachers can lead to social, economic and educational obstacles in the lives of PWS. The current study used an Arabic translation of an adapted version of the Public Opinion Survey of Human Attributes-Stuttering (POSHA-S) to explore Arab teachers' knowledge and attitudes toward stuttering as well as strategies they adopt to cope with the problem in class. The participants were 262 in-service and 209 pre-service public school teachers in Kuwait. The results are contrasted to those of Arab parents in Kuwait reported earlier. Although many of the teachers knew a person who stutters well and were sensitive in their interactions with PWS, major findings of this study suggest that many were misinformed about the causes of stuttering and held stereotypical views about PWS, comparable to those reported in the literature. Very few differences were noted between opinions of teachers who were still in training and those who were practicing for an average of 11 years. The study underscores the need for awareness campaigns that target not only teachers who are currently working but also those still in training to dispel misconceptions about stuttering and ensure a better educational environment for PWS. At the end of this activity the reader will be able to: (1) describe knowledge of stuttering and attitudes toward students who stutter and classroom strategies perceived to be helpful by pre-service and in-service teachers in Kuwait; (2) identify stereotypes toward stuttering across cultures, professions and geographic locations; and (3) list similarities and differences in attitude and knowledge of stuttering between parents and teachers. Copyright © 2011 Elsevier Inc. All rights reserved.

Understanding school teacher's knowledge regarding dental trauma: a basis for future interventions.

PubMed

Feldens, Eliane Gerson; Feldens, Carlos Alberto; Kramer, Paulo Floriani; da Silva, Kapila Gomes; Munari, Carolina Cabral; Brei, Vinícius Andrade

2010-04-01

Traumatic dental injuries frequently occur at school environment. However, teachers are not prepared to provide the adequate emergency management. The objectives of this study were to identify the factors associated with teachers' knowledge about dental trauma and to describe school managers' perception of possible strategies to change the scenario. Our sample comprised 405 teachers from 17 public schools in Canoas, state of Rio Grande do Sul, Brazil, whose data were collected regarding demographic variables, training and professional experience information. The outcome was completely inadequate knowledge regarding trauma measured based on the answers to a structured questionnaire about dental fractures and tooth avulsion. The sample also included 14 school managers who answered a semi-structured questionnaire about the causes of teachers' inadequate knowledge and possible strategies to change the scenario. The multivariate analysis demonstrated that the probability of completely inadequate knowledge was higher among male teachers, with less professional experience, who had not achieved a graduate degree, who had not witnessed at least one dental trauma case at school and who had not been trained in first-aid. School managers identified the following causes of inadequate knowledge: the fact that the topic is not approached during the teachers' training and continual education and lack of experience involving dental trauma at school. In addition, they suggested that lectures and courses including written and visual communication should be offered, as well as training workshops. Strategies to improve the teachers' knowledge about dental trauma must take into consideration the results of the present study and optimize the inclusion of this topic in the teachers' curricular training and pedagogical education in a continuous manner.

University and Elementary School Perspectives of Ideal Elementary Science Teacher Knowledge, Skills, and Dispositions

NASA Astrophysics Data System (ADS)

Sewart, Bethany Bianca

Teacher education knowledge, skills, and dispositions have recently become a well-discussed topic among education scholars around the nation, mainly due to its attention by the National Council for Accreditation of Teacher Education (NCATE) over the past few years. Accrediting agencies, such as NCATE and the Interstate New Teacher and Assessment and Support Consortium (INTASC), have sought to improve the quality of teacher education programs by examining knowledge, skills, and dispositions as factors in preparing highly-qualified teachers. There is a paucity of research examining these factors for elementary science teachers. Because these factors influence instruction, and students are behind in scientific and mathematical knowledge, elementary science teachers should be studied. Teacher knowledge, skills, and dispositions should be further researched in order to ultimately increase the quality of teachers and teacher education programs. In this particular case, by determining what schools of education and public schools deem important knowledge, skills, and dispositions needed to teach science, higher education institutions and schools can collaborate to further educate these students and foster the necessary qualities needed to teach effectively. The study of knowledge, skills, and dispositions is crucial to nurturing effective teaching within the classroom. Results from this study demonstrated that there were prominent knowledge, skills, and dispositions identified by teachers, administrators, and science teacher educators as important for effective teaching of elementary science. These characteristics included: a willingness to learn, or open-mindedness; content knowledge; planning, organization, and preparation; significance of teaching science; and science-related assessment strategies. Interestingly, administrators in the study responded differently than their counterparts in the following areas: their self-evaluation of teacher effectiveness; how the

Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

NASA Astrophysics Data System (ADS)

Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

2012-04-01

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels. Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations, teachers-designed students' assignments, and developers-designed students' assignments. We documented different challenges teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges. Developing teachers' assessment knowledge (AK) was found to be the highest stage in teachers' professional growth, building on teachers' content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use of assignments designed by teachers as an instrument for determining their professional growth.

Investigating the Dynamics of Formative Assessment: Relationships between Teacher Knowledge, Assessment Practice and Learning

ERIC Educational Resources Information Center

Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Michael

2015-01-01

This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers' content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge,…

Student Teachers' Knowledge about Children with ADHD and Depression and Its Relations to Emotions

ERIC Educational Resources Information Center

Kikas, Eve; Timoštšuk, Inge

2016-01-01

Student teachers' knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers' general knowledge and confidence in knowledge varied a lot.…

An Exploration of the Common Content Knowledge of High School Mathematics Teachers

ERIC Educational Resources Information Center

Bansilal, Sarah; Brijlall, Deonarain; Mkhwanazi, Thokozani

2014-01-01

Many studies point to the problem of poor mathematics content knowledge of mathematics teachers in South Africa. The purpose of this study was to investigate teachers' knowledge of the mathematics they are themselves teaching. Data was generated from the teachers' (n = 253) written responses to test that was a shortened form of a previous Grade 12…

Self-knowledge of health teachers: A qualitative exploratory study.

PubMed

Canever, Bruna Pedroso; do Prado, Marta Lenise; Gomes, Diana Coelho; Backes, Vânia Marli Schubert; de Jesus, Bruna Helena

2018-06-01

Specific pedagogical training for teaching in the area of health emerges with the goal of creating critical and reflective professionals and as a necessary challenge to university teaching, where there is reflection on self-awareness, consciousness, and the incompleteness of being. This study aims to understand how Freire's critical consciousness is expressed in the pedagogical practice of health teachers. This study is a qualitative study that is descriptive, exploratory, and analytical. Twenty-one teachers from a public university in southern Brazil participated. Data were collected using open-ended, in-person interviews held from May to December 2013. Data systematization was based on Minayo's operative proposal. The analysis yielded 2 main categories, including the naïve critical consciousness of health teachers, i.e., education as a practice of oppression, and the epistemological critical consciousness of health teachers, i.e., education as a practice of freedom. The results revealed the teachers' self-knowledge, including the reasoning and motivations that made them become teachers, the characteristics considered necessary to be a teacher, the teachers' feelings in their teaching practice, and the teaching preparation required for being in the classroom from the perspective of naïve and epistemological critical consciousness. The study shows that the self-knowledge that emerged from the teachers' reports encourages new perspectives in the construction of the teacher, raising the challenge of development and transformation from naïve consciousness to epistemological consciousness, and thus contributing to a breakthrough with respect to critical and creative teacher training. Copyright © 2018 Elsevier Ltd. All rights reserved.

Prospective Secondary Mathematics Teachers' Perspectives and Mathematical Knowledge for Teaching

ERIC Educational Resources Information Center

Karagöz-Akar, Gülseren

2016-01-01

This study investigated the relationship between prospective secondary mathematics teachers' perspectives and their mathematical knowledge for teaching in action. Data from two prospective teachers' practice-teachings, one in geometry and one in algebra, their lesson plans and self-reflections were analyzed with Teacher Perspectives and Knowledge…

Domain-Specific Knowledge and General Skills in Reading Comprehension.

ERIC Educational Resources Information Center

Kuhara-Kojima, Keiko; Hatano, Giyoo

A study examined whether the reading comprehension of students with rich domain-specific knowledge will be better than that of students without it and whether assessed general skills will be correlated significantly with reading comprehension performance for students without specific knowledge, but negligible for the students with much specific…

Elementary teachers' acquisition of science knowledge: Case-studies and implications for teaching preparation

NASA Astrophysics Data System (ADS)

Stein, Morton

Elementary school is a key time for students to develop their understanding of basic science concepts as well as their attitudes towards science and science learning. Yet many elementary teachers do not feel comfortable teaching science; as a result, they are likely to devote less time on that subject and to be less effective as science teachers. The literature suggests that weaknesses in elementary teachers' knowledge of science could be a main cause of this problem and, furthermore, that current elementary teacher preparation programs have contributed to this weakness. This study aims at gaining more knowledge about how elementary teachers who are successful in teaching science have acquired their science content knowledge and how such knowledge could be best acquired, with the ultimate goal of informing the design of more effective elementary teacher preparation programs. More specifically, this study addresses the following research questions: Which science learning experiences for elementary teachers seem most conducive to develop the kind of science content knowledge and pedagogical content knowledge needed to support the teaching of science as called for by the most recent national and state standards? Which of these experiences should be included in elementary teacher preparation programs, and how? The core of this study consists of case studies of eight elementary school teachers who were identified as successful in teaching science. These subjects were selected so as to ensure differences in their teacher preparation programs, as well as gender and years of teaching experience. Information about each teacher's self-efficacy and motivation with respect to teaching science, history of pre-service and in-service preparation with respect to science, and how his/her current science knowledge was acquired, was sought through a series of interviews with each subject and triangulated with data collected from other sources. A cross-case analysis revealed some

Conceptualising Online Knowledge Sharing: What Teachers' Perceptions Can Tell Us

ERIC Educational Resources Information Center

Hood, Nina

2017-01-01

This study questions the current dependence on theories of social learning and communities of practice in research on teachers' online learning and online knowledge-sharing behaviour. It employs the interpretative approach to examine how teachers conceptualise their engagement with two USA-based online knowledge-sharing platforms within the…

Using Delphi Methodology to Design Assessments of Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Manizade, Agida Gabil; Mason, Marguerite M.

2011-01-01

Descriptions of methodologies that can be used to create items for assessing teachers' "professionally situated" knowledge are lacking in mathematics education research literature. In this study, researchers described and used the Delphi method to design an instrument to measure teachers' pedagogical content knowledge. The instrument focused on a…

Comparing Teachers' Literacy-Related Knowledge to Their State's Standards for Reading

ERIC Educational Resources Information Center

McCombes-Tolis, Jule; Feinn, Richard

2008-01-01

This study compared elementary and special education teachers' knowledge of when K-3 students develop key reading competencies, their knowledge of who is responsible for teaching K-3 students key reading competencies, and teachers' perceptions of their own instructionally relevant competencies to those standards articulated within their state's…

Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

NASA Astrophysics Data System (ADS)

Wang, Jianlan; Buck, Gayle A.

2016-08-01

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

Peer Review-Based Scripted Collaboration to Support Domain-Specific and Domain-General Knowledge Acquisition in Computer Science

ERIC Educational Resources Information Center

Demetriadis, Stavros; Egerter, Tina; Hanisch, Frank; Fischer, Frank

2011-01-01

This study investigates the effectiveness of using peer review in the context of scripted collaboration to foster both domain-specific and domain-general knowledge acquisition in the computer science domain. Using a one-factor design with a script and a control condition, students worked in small groups on a series of computer science problems…

Conceptualizations of Representation Forms and Knowledge Organization of High School Teachers in Finland: "Magnetostatics"

ERIC Educational Resources Information Center

Majidi, Sharareh; Emden, Markus

2013-01-01

One of the main components of teachers' pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers' subject matter knowledge. Since subject matter and pedagogical content knowledge of teachers are tightly connected as categories…

Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills

ERIC Educational Resources Information Center

Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir

2017-01-01

This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of…

The Effects of Domain Knowledge and Instructional Manipulation on Creative Idea Generation

ERIC Educational Resources Information Center

Hao, Ning

2010-01-01

The experiment was designed to explore the effects of domain knowledge, instructional manipulation, and the interaction between them on creative idea generation. Three groups of participants who respectively possessed the domain knowledge of biology, sports, or neither were asked to finish two tasks: imagining an extraterrestrial animal and…

An Education Program to Increase Teacher Knowledge about Sickle Cell Disease.

ERIC Educational Resources Information Center

King, Allison A.; Tang, Sujie; Ferguson, Kim L.; DeBaun, Michael R.

2005-01-01

This program evaluated the effectiveness of a sickle cell disease (SCD) education program for teachers of students with SCD in their classroom. Teachers with students in a remediation program for students participated in an educational program consisting of four domains: Inheritance and Prevalence, Common Complications, Strokes, and Individual…

Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Defiant Behavior.

ERIC Educational Resources Information Center

Kher, Neelam; Lacina-Gifford, Lorna J.; Yandell, Sonya

This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies for defiant behavior. Data in the form of extended written responses were obtained from student teachers in a rural, southern teacher education program at the end of their student teaching experience in the spring semester.…

Teachers' Knowledge and Support Systems Regarding Students with Terminal Illness

ERIC Educational Resources Information Center

Heller, Kathryn Wolff; Coleman, Mari Beth; Best, Sherwood J.; Emerson, Judith

2013-01-01

This study examined teachers' knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnaire that was distributed nationally. Results indicated that teachers have greater knowledge…

A Presumption of Competence: Elementary Pre-Service Teacher Knowledge about Dissolving

ERIC Educational Resources Information Center

Harrell, Pamela; Subramaniam, Karthigeyan

2014-01-01

This study explored elementary pre-service teachers' content knowledge for dissolving before and after an instructional intervention over a 15-week science methods course. Pre-service teacher knowledge was examined using pre/post concept maps (Cmaps) and drawings with narrative descriptions. A mixed methods approach was used for both data…

Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

2015-01-01

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

Pre-service Teachers' Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

NASA Astrophysics Data System (ADS)

Denys Colclough, Nicholas; Lock, Roger; Soares, Allan

2011-02-01

This study focussed on secondary school (11-18 years) pre-service teachers' (n = 73) knowledge of and attitudes towards risks associated with alpha, beta, and gamma radiations. A multi-method approach was used with physics, chemistry, biology, and history graduates undertaking the one-year initial teacher training, Post Graduate Certificate in Education course at a university in central England. A novel research tool, involving interviews about real concrete contexts and first-hand data collection with radioactive sources, was employed to gain insights into a sub-set of the sample (n = 12) of pre-service teachers' subject knowledge of and attitudes towards risk. The subject knowledge of all the pre-service teachers was also measured using a Certainty of Response Index instrument; multiple-choice questions with associated confidence indicators. Although the physicists displayed the higher levels of knowledge, they also demonstrated limitations in their knowledge and held misconceptions such as irradiation being confused with contamination. Physics graduates hold more rational attitudes and a greater willingness to accept risk while the attitudes of graduates in the other subject disciplines are more disparate. These findings raise questions about the extent to which pre-service science and history teachers have the knowledge necessary to teach this topic. The article concludes with discussion of the implications these findings have for initial teacher training, continuing professional development needs for teachers already in the profession, and curriculum developers.

Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

ERIC Educational Resources Information Center

König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

2015-01-01

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers' Knowledge: A Five-Country Analysis Using TEDS-M Data

ERIC Educational Resources Information Center

Qian, Hong; Youngs, Peter

2016-01-01

This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…

Teacher Learning across Boundaries: A Challenge to the Legitimacy of Language Teachers' Disciplinary Knowledge

ERIC Educational Resources Information Center

Han, Chunyan; Wu, Zongjie

2015-01-01

The legitimate forms of knowledge recognised for language teachers in Chinese universities are differentiated by strong academic boundaries, subject only to disciplinary authority and fashion. Classroom practice on the whole tends not to be informed by research. For many language teachers, a disconnect exists between the academic discipline in…

Developing pre-service science teachers' pedagogical content knowledge by using training program

NASA Astrophysics Data System (ADS)

Udomkan, Watinee; Suwannoi, Paisan

2018-01-01

A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

Interrelationship of Knowledge, Interest, and Recall: Assessing a Model of Domain Learning.

ERIC Educational Resources Information Center

Alexander, Patricia A.; And Others

1995-01-01

Two experiments involving 125 college and graduate students examined the interrelationship of subject-matter knowledge, interest, and recall in the field of human immunology and biology and assessed cross-domain performance in physics. Patterns of knowledge, interest, and performance fit well with the premises of the Model of Domain Learning. (SLD)

Exploring Teachers' Knowledge of Classroom Management and Control

ERIC Educational Resources Information Center

Ayebo, Abraham; Assuah, Charles

2017-01-01

Purpose: This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance…

The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education

ERIC Educational Resources Information Center

Jansen, Amanda; Bartell, Tonya; Berk, Dawn

2009-01-01

In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

NASA Astrophysics Data System (ADS)

Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

Teachers' Knowledge in Content, Pedagogy and Technology Integration: A Comparative Analysis between Teachers in Saudi Arabia and United States

ERIC Educational Resources Information Center

Alqurashi, Emtinan; Gokbel, Elif N.; Carbonara, David

2017-01-01

Teachers' technological pedagogical content knowledge (TPACK) involves an awareness of instructional approaches, methods, and knowledge of building on technology to enhance students' learning. The purpose of this study was to evaluate the TPACK of teachers in Saudi Arabia and USA, and then describe the factors affecting teachers' TPACK through an…

Connection between Topic-Specific Teacher Knowledge and Student Performance in Lower Secondary School Mathematics

ERIC Educational Resources Information Center

Tchoshanov, Mourat; Quinones, Maria Cruz; Shakirova, Kadriya B.; Ibragimova, Elena N.; Shakirova, Liliana R.

2017-01-01

The interpretive cross-case study focused on the examination of connections between teacher and student topic-specific knowledge of lower secondary mathematics. Two teachers were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey before teaching a topic on division of…

On the Content-Dependence of Prospective Teachers' Knowledge: A Case of Exemplifying Definitions

ERIC Educational Resources Information Center

Leikin, Roza; Zazkis, Rina

2010-01-01

In this article, we demonstrate that prospective teachers' content knowledge related to defining mathematical concepts is dependent on content area. We use the example of generation (a research tool we developed in a previous study) to investigate prospective teachers' knowledge. We asked prospective secondary mathematics teachers to provide…

Teacher Education for World English Speaking Pre-Service Teachers: Making Transnational Knowledge Exchange for Mutual Learning

ERIC Educational Resources Information Center

Singh, Michael; Han, Jinghe

2010-01-01

Pre-service teachers are taught that the funds of knowledge their students bring to school provide intellectual resources to be engaged through productive pedagogies. Teacher education may assist and/or hinder World English Speaking (WES) pre-service teachers in gaining access to the teaching profession by doing likewise. The interpretative case…

Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education

NASA Astrophysics Data System (ADS)

Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena

2017-05-01

Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.

Examining Chemistry Teachers' Use of Curriculum Materials: In View of Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Chen, Bo; Wei, Bing

2015-01-01

This paper aimed to explore how pedagogical content knowledge (PCK) of teachers influenced their adaptations of the curriculum materials of the new senior secondary chemistry curriculum, a standards-based science curriculum, in China. This study was based on the premise that the interaction of the teacher with the curriculum materials determines…

Investigating TPACK: Knowledge Growth in Teaching with Technology

ERIC Educational Resources Information Center

Niess, Margaret L.

2011-01-01

Technological pedagogical and content knowledge (TPACK) presents a dynamic framework for describing teachers' knowledge required for designing, implementing, and evaluating curriculum and instruction with technology. TPACK strategic thinking includes knowing when, where, and how to use domain-specific knowledge and strategies for guiding students'…

Knowledge Management in Teacher Education Progress and Future Prospects

ERIC Educational Resources Information Center

Mohan, Radha

2005-01-01

This paper develops a practical guideline for intellectual capital measuring and reporting in the context of teacher education institutions. Intellectual capital is obviously the foundation for knowledge-centric organizations like teacher training colleges. According to Bertrand Russell: "The defense of the state in all civilized countries is…

Teacher Knowledge, Instructional Expertise, and the Development of Reading Proficiency

ERIC Educational Resources Information Center

Lyon, G. Reid; Weiser, Beverly

2009-01-01

Teacher knowledge and instructional expertise have been found in correlational and pre- and post-test studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire…

EFL Primary School Teachers' Attitudes, Knowledge and Skills in Alternative Assessment

ERIC Educational Resources Information Center

Al-Nouh, Nowreyah A.; Taqi, Hanan A.; Abdul-Kareem, Muneera M.

2014-01-01

The study investigated female EFL primary school teachers' attitudes as well as teachers' knowledge and skills in alternative assessment. Data was collected via a questionnaire from 335 EFL primary school teachers randomly selected from six educational zones. An interview with principals and head teachers and a focus group interview with EFL…

Generating Procedural and Conceptual Knowledge of Fractions by Pre-Service Teachers

ERIC Educational Resources Information Center

Chinnappan, Mohan; Forrester, Tricia

2014-01-01

Knowledge that teachers bring to the teaching context is of interest to key stakeholders in improving levels of numeracy attained by learners. In this regard, the centrality of, and the need to investigate, the quality of teachers' mathematical knowledge for teaching mathematics has been gaining momentum in recent years. There is a general…

Preservice Primary Teachers' Depth and Accuracy of Knowledge of Tropical Cyclones

ERIC Educational Resources Information Center

Lane, Rod; Catling, Simon

2016-01-01

Climatic hazards are a key feature of life. It is vital that teachers are knowledgeable about these phenomena in order to develop their students' understanding of them. This study used a mixed methods approach to examine the accuracy and depth of preservice primary teachers' (n = 430) knowledge of tropical cyclones. The findings suggest that…

An Analysis of the Candidate Teachers' Beliefs Related to Knowledge, Learning and Teaching

ERIC Educational Resources Information Center

Bay, Erdal; Vural, Ömer Faruk; Demir, Servet; Bagceci, Birsen

2015-01-01

Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers "belief points" were obtained based on their attitudes about these three…

Student Teachers' Knowledge about Chemical Representations

ERIC Educational Resources Information Center

Taskin, Vahide; Bernholt, Sascha; Parchmann, Ilka

2017-01-01

Chemical representations serve as a communication tool not only in exchanges between scientists but also in chemistry lessons. The goals of the present study were to measure the extent of student teachers' knowledge about chemical representations, focusing on chemical formulae and structures in particular, and to explore which factors related to…

Investigating Teacher Questions within the Framework of Knowledge Building Pedagogy

ERIC Educational Resources Information Center

Kiss, Tamas; Wang, Alex

2017-01-01

This study is designed to investigate the impact of teacher experience and cognition on teacher questioning in the framework of Knowledge Building (KB) pedagogy. We already know that teachers ask the most questions in a classroom and that the majority of their questions have little impact on learning since they focus on classroom management…

Preservice Biology Teachers' Professional Knowledge: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid

2015-01-01

What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German…

Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models

ERIC Educational Resources Information Center

Bergqvist, Anna; Drechsler, Michal; Chang Rundgren, Shu-Nu

2016-01-01

Researchers have shown a growing interest in science teachers' professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding…

Changing Knowledge, Changing Technology: Implications for Teacher Education Futures

ERIC Educational Resources Information Center

Burden, Kevin; Aubusson, Peter; Brindley, Sue; Schuck, Sandy

2016-01-01

Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario…

Field Experience and Prospective Teachers' Mathematical Knowledge and Beliefs

ERIC Educational Resources Information Center

Jacobson, Erik D.

2017-01-01

This study (n = 1,044) used data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between field experience focus (instruction- or exploration-focused), duration, and timing (early or not) and prospective elementary teachers' intertwined knowledge and beliefs about mathematics and mathematics…

Developing and evaluating a paper-and-pencil test to assess components of physics teachers' pedagogical content knowledge

NASA Astrophysics Data System (ADS)

Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

2016-05-01

Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge.

Teacher Knowledge of Attention Deficit Hyperactivity Disorder among Middle School Students in South Texas

ERIC Educational Resources Information Center

Guerra, Fred R., Jr.; Brown, Michelle S.

2012-01-01

This quantitative study examined the knowledge levels middle school teachers in South Texas have in relation to attention deficit hyperactivity disorder (ADHD). The study specifically compared teacher knowledge levels among three specific ADHD knowledge areas: (a) general knowledge of ADHD, (b) knowledge of symptoms/diagnosis of ADHD, and (c)…

Mapping knowledge domains: Characterizing PNAS

PubMed Central

Boyack, Kevin W.

2004-01-01

A review of data mining and analysis techniques that can be used for the mapping of knowledge domains is given. Literature mapping techniques can be based on authors, documents, journals, words, and/or indicators. Most mapping questions are related to research assessment or to the structure and dynamics of disciplines or networks. Several mapping techniques are demonstrated on a data set comprising 20 years of papers published in PNAS. Data from a variety of sources are merged to provide unique indicators of the domain bounded by PNAS. By using funding source information and citation counts, it is shown that, on an aggregate basis, papers funded jointly by the U.S. Public Health Service (which includes the National Institutes of Health) and non-U.S. government sources outperform papers funded by other sources, including by the U.S. Public Health Service alone. Grant data from the National Institute on Aging show that, on average, papers from large grants are cited more than those from small grants, with performance increasing with grant amount. A map of the highest performing papers over the 20-year period was generated by using citation analysis. Changes and trends in the subjects of highest impact within the PNAS domain are described. Interactions between topics over the most recent 5-year period are also detailed. PMID:14963238

Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy.

PubMed

Binks-Cantrell, Emily; Joshi, R Malatesha; Washburn, Erin K

2012-10-01

Recent national reports have stressed the importance of teacher knowledge in teaching reading. However, in the past, teachers' knowledge of language and literacy constructs has typically been assessed with instruments that are not fully tested for validity. In the present study, an instrument was developed; and its reliability, item difficulty, and item discrimination were computed and examined to identify model fit by applying exploratory factor analysis. Such analyses showed that the instrument demonstrated adequate estimates of reliability in assessing teachers' knowledge of language constructs. The implications for professional development of in-service teachers as well as preservice teacher education are also discussed.

Rating knowledge sharing in cross-domain collaborative filtering.

PubMed

Li, Bin; Zhu, Xingquan; Li, Ruijiang; Zhang, Chengqi

2015-05-01

Cross-domain collaborative filtering (CF) aims to share common rating knowledge across multiple related CF domains to boost the CF performance. In this paper, we view CF domains as a 2-D site-time coordinate system, on which multiple related domains, such as similar recommender sites or successive time-slices, can share group-level rating patterns. We propose a unified framework for cross-domain CF over the site-time coordinate system by sharing group-level rating patterns and imposing user/item dependence across domains. A generative model, say ratings over site-time (ROST), which can generate and predict ratings for multiple related CF domains, is developed as the basic model for the framework. We further introduce cross-domain user/item dependence into ROST and extend it to two real-world cross-domain CF scenarios: 1) ROST (sites) for alleviating rating sparsity in the target domain, where multiple similar sites are viewed as related CF domains and some items in the target domain depend on their correspondences in the related ones; and 2) ROST (time) for modeling user-interest drift over time, where a series of time-slices are viewed as related CF domains and a user at current time-slice depends on herself in the previous time-slice. All these ROST models are instances of the proposed unified framework. The experimental results show that ROST (sites) can effectively alleviate the sparsity problem to improve rating prediction performance and ROST (time) can clearly track and visualize user-interest drift over time.

Expert Views on TPACK for Early Literacy: Priorities for Teacher Education

ERIC Educational Resources Information Center

McKenney, Susan; Voogt, Joke

2017-01-01

Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make…

Preservice Agricultural Education Teachers' Experiences in and Anticipation of Content Knowledge Preparation

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2015-01-01

This study explored the experiences of preservice agriculture teachers in content knowledge preparation for pedagogical content knowledge (PCK) development. The researchers employed a phenomenological approach in which six preservice teachers were interviewed the semester prior to student teaching. The researchers found there was general…

Teachers' Geoscience Career Knowledge and Implications for Enhancing Diversity in the Geosciences

ERIC Educational Resources Information Center

Sherman-Morris, Kathleen; Brown, Michael E.; Dyer, Jamie L.; McNeal, Karen S.; Rodgers, John C., III

2013-01-01

This study examines discrepancies between geoscience career knowledge and biology career knowledge among Mississippi science teachers. Principals and in-service teachers were also surveyed about their perception of geoscience careers and majors. Scores were higher for knowledge of what biologists do (at work) than about what geoscientists do.…

Physical Education Teachers' Content Knowledge of Movement Capability

ERIC Educational Resources Information Center

Nyberg, Gunn; Larsson, Hakan

2017-01-01

The purpose of this article is to explore physical education (PE) teachers' content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline…

Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

NASA Astrophysics Data System (ADS)

Tajudin, Nor'ain Mohd; Chinnappan, Mohan; Saad, Noor Shah

2017-05-01

Two key variables emerged from the literature review is that Specific Matter Knowledge [SMK] and Pedagogical Content Knowledge [PCK] can influence the mathematics teachers' Professional Development [PD] needs. However, the key variables of SMK and PCK that were being investigated were not defined clearly. Empirical evidence that support relationship between SMK and PD and PCK and PD were not verified. In addition, how does PCK mediate SMK and PD is not clear and somewhat lacking. Therefore, the purpose of this paper was to examine the relationship between primary mathematics teacher's SMK, PCK and PD needs. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK.

Beginning History Teachers' Enactment of Pedagogical Content Knowledge through Content Decision-Making

ERIC Educational Resources Information Center

Ellsworth, Tina M.

2017-01-01

Pedagogical Content Knowledge exists in some capacity in every teacher. It is more well-developed as the wisdom in practice informs it. In their capacity as curriculum gatekeepers, teachers enact their PCK as they decide which content to teach. But what knowledge is of most worth? How do teachers employ the structures unique to their disciplines…

Change in Teachers' Knowledge of Subject Matter: A 17-Year Longitudinal Study

ERIC Educational Resources Information Center

Arzi, Hanna J.; White, Richard T.

2008-01-01

This longitudinal study explored change in teachers' knowledge of subjects they teach from preservice training through 17 years of professional experience. It followed secondary school science teachers in Australia, through sequences of individual interviews in which change in content knowledge (mainly energy-related) was probed primarily via…

Primary school teachers' knowledge regarding emergency management of avulsed permanent incisors.

PubMed

Touré, B; Benoist, F Léye; Faye, B; Kane, Aw; Kaadioui, S

2011-01-01

The goal of this study was to evaluate primary school teachers' knowledge regarding emergency management of avulsed permanent incisors. The study was conducted in fifty randomly chosen primary schools from Casablanca, Morocco. All teachers of the selected schools were included in the study. The data were collected by self administered questionnaires. The questions focused on the teachers' general characteristics, experience of avulsed teeth and the importance of emergency management. The data were analyzed using chi square test. A total of 501 teachers, of which 23.6% were male and 75.4% were female, answered the questionnaire. The results showed that 44.5 % of the teachers had an experience of avulsed tooth at school, 82.82% of them knew the importance of emergency management and 32.6% would look for a dentist for treatment of the cases. Only 15.8% would reimplant the tooth themselves. Regarding the storage media, 21.95% would keep the avulsed tooth in milk. There was no significant difference between gender and education level (p>0.05). This study shows school teachers' lack of knowledge regarding dental trauma and especially tooth avulsion. Therefore, the results indicated that educational programs are necessary for improvement in their level of knowledge.

Deep Smarts: How to Tap Teachers' Tacit Knowledge

ERIC Educational Resources Information Center

Burbach, Harold J.; Duke, Daniel L.

2007-01-01

Principals can tap the tacit knowledge, or "deep smarts," of their teachers in a variety of ways, many of which are based on the notion that tacit knowledge is best sought indirectly. Coming right out and asking people to share what they have learned over the years can be intimidating and disconcerting, especially if trust has not yet been…

Examining Prospective Mathematics Teachers' Pedagogical Content Knowledge on Fractions in Terms of Students' Mistakes

ERIC Educational Resources Information Center

Sahin, Ömer; Gökkurt, Burçin; Soylu, Yasin

2016-01-01

The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two…

Brief Report: Teachers' Awareness of the Relationship between Prior Knowledge and New Learning

ERIC Educational Resources Information Center

Journal for Research in Mathematics Education, 2016

2016-01-01

The author examined the degree to which experienced teachers are aware of the relationship between prior knowledge and new learning. Interviews with teachers revealed that they were explicitly aware of when students made connections between prior knowledge and new learning, when they applied their prior knowledge to new contexts, and when they…

Knowledge and practices of teachers associated with eye health of primary school children in Rawalpindi, Pakistan.

PubMed

Habiba, Ume; Ormsby, Gail M; Butt, Zahid Ahmad; Afghani, Tayyab; Asif, Muhammad

2017-01-01

Teachers' perspectives on eye health can be limited, particularly in developing countries. The aim of this study was to assess teachers' knowledge and practices associated with eye health of primary students in Rawalpindi, Pakistan. This was a cross-sectional survey of primary school teachers. Simple random sampling technique was used to select 443 participants from 34 private and 17 public schools. A self-administered questionnaire was used. Teachers' knowledge ranged from "high" (35.89%), "moderate" (49.89%), and "low" (14.22%). Teachers' practices associated with students' eye health ranged from "high" (10.16%), "moderate" (23.02%), and "low" (66.82%). The teachers' knowledge index scores increased 4.28 points with successive age groups and increased 2.41 points with each successive level of education. For teachers whose close relatives experienced eye disease, their knowledge index score was 4.51 points higher than those teachers whose relatives never had any eye disease. Teachers' age, education level, and their close relatives experiencing eye disease were significant predictors of their knowledge ( R 2 = 0.087, P < 0.001). Female teachers' practices index score was 10.35 points higher than the male teachers and public school teachers had 10.13 points higher than the private school teachers. Teachers' gender and type of school were significant predictors of their practices ( R 2 = 0.06, P < 0.001). There was a significant gap among primary school teachers' knowledge and practices related to students' eye health. Innovative strategies are needed to improve how teachers address students' eye health issues in the classroom.

The Ethical Dimension of Teacher Practical Knowledge: A Narrative Inquiry into Chinese Teachers' Thinking and Actions in Dilemmatic Spaces

ERIC Educational Resources Information Center

Chen, Xiangming; Wei, Ge; Jiang, Shuling

2017-01-01

Previous research concerning teacher practical knowledge has revealed its epistemological foundations, content structure and research methodology, but little research examines its ethical dimension. Based on a four-year project in China, this study probes the ethical dimension of an experienced teacher's practical knowledge, explicated in a…

Teachers' and Administrators' Perceptions of Knowledge Management Competence of High School Administrators

ERIC Educational Resources Information Center

Memisoglu, Salih Pasa

2016-01-01

This study aims to determine the teachers' and administrators' perceptions of knowledge management competence in high school administration. The study was conducted using the screening model and the study group consisted of 162 teachers and 35 administrators working at eight high schools in Turkey. Administrators' knowledge management competence…

Knowledge of asthma in school teachers in nine Spanish cities.

PubMed

Varela, Angel López-Silvarrey; Esteban, Santiago Rueda; Díaz, Sonia Pértega; Murúa, Javier Korta; Fernández-Oliva, Carmen Rosa Rodríguez; Jiménez, Jose Sánchez; Sansano, María Isabel Ubeda; Bernabé, Juan José Morell; López, Bárbara Iglesias; Gómez, Máximo Martínez; Piñana, Juana María Román

2016-07-01

To analyze the knowledge of asthma and its management in Spanish school teachers using the Newcastle Asthma Questionnaire (NAKQ). Descriptive, observational prevalence study, using a self-report questionnaire on knowledge about childhood asthma and its management by teachers in pre-school, primary, and secondary schools in nine Spanish cities. Age, sex, academic training, teaching experience, courses in which they taught, and personal and family history of asthma, were collected from each teacher. For knowledge determination, the validated Spanish version of the NAKQ was used. A total of 208 centers participated, including 7,494 teachers. The questionnaire was completed by 4,679 teachers (62.4%). The mean score of correct responses was 16.0 ± 4.8 points out of 31 (median = 17, range: 0-30). Only 6.8% of teachers were capable of pointing out the three main symptoms of the disease; 1.5% knew the triggering factors of an asthma attack; 8.6% knew two medicines useful during an asthma attack; 32.7% knew that inhaled medications had less side effects than pills, and only 3.8% knew of ways to prevent asthma attacks during exercise. In the multivariate analysis, variables significantly associated with a higher questionnaire score were a "lower age" (Beta coefficient = -0.09), "male gender" (Beta = 0.77), "being asthmatic" (Beta = 2.10), or "having close relatives with asthma" (Beta = 1.36) and "teaching in a private school" (Beta = 0.66) or in "compulsory secondary education" (Beta = 0.59). Teachers have a low level of knowledge about asthma, with an important limitation in some aspects of the disease. They should be trained to recognize the main symptoms of the disease, on how to act in the event of symptoms, and the early identification of situations in which the pupils require health care assistance. Pediatr Pulmonol. 2016;51:678-687. © 2015 Wiley Periodicals, Inc. © 2015 Wiley Periodicals, Inc.

An Examination of Preschool Prospective Teachers' Subject Matter Knowledge and Pedagogical Content Knowledge on Basic Geometric Shapes in Turkey

ERIC Educational Resources Information Center

Canturk-Gunhan, Berna; Cetingoz, Duygu

2013-01-01

The purpose of this study is to examine preschool preservice teachers' subject matter knowledge (SMK) and pedagogical content knowledge (PCK) of basic geometric shapes. The study employed case study method in order to investigate preschool preservice teachers' SMK and PCK on geometric shapes in actual classroom environment and to describe the…

Prospective Science Teachers' Subject-Matter Knowledge about Overflow Container

ERIC Educational Resources Information Center

Ültay, Eser

2016-01-01

The purpose of this study was to determine prospective science teachers' subject-matter knowledge (SMK) about overflow container. This study was carried out in the form of a case study in spring term of the academic year of 2013-2014 with seven sophomore prospective science teachers who were studying at Elementary Science Teaching Department in…

An Examination of Science Teachers' Knowledge Structures towards Technology

ERIC Educational Resources Information Center

Bilici, Sedef Canbazoglu

2016-01-01

The purpose of the study was to examine science teachers' knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach…

Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts

ERIC Educational Resources Information Center

Welder, Rachael M.; Simonsen, Linda M.

2011-01-01

The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants' content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group…

International Comparisons of Foundation Phase Number Domain Mathematics Knowledge and Practice Standards

ERIC Educational Resources Information Center

Human, Anja; van der Walt, Marthie; Posthuma, Barbara

2015-01-01

Poor mathematics performance in schools is both a national and an international concern. Teachers ought to be equipped with relevant subject matter knowledge and pedagogical content knowledge as one way to address this problem. However, no mathematics knowledge and practice standards have as yet been defined for the preparation of Foundation Phase…

Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

NASA Astrophysics Data System (ADS)

Stephenson, Robert L.

The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

PubMed

Zhao, Jing; Joshi, R Malatesha; Dixon, L Quentin; Huang, Liyan

2016-04-01

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

NASA Astrophysics Data System (ADS)

Mavhunga, Elizabeth; Rollnick, Marissa

2016-12-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

Using the "Knowledge Quartet" to Quantify Mathematical Knowledge in Teaching: The Development of a Protocol for Initial Teacher Education

ERIC Educational Resources Information Center

Weston, Tracy L.

2013-01-01

This study examined trainee teachers' mathematical knowledge in teaching (MKiT) over their final year in a US Initial Teacher Education (ITE) programme. This paper reports on an exploratory methodological approach taken to use the "Knowledge Quartet" to quantify MKiT through the development of a new protocol to code trainees' teaching of…

Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

NASA Astrophysics Data System (ADS)

Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

2016-05-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

Enhancing the Metalinguistic Abilities of Pre-Service Teachers via Coursework Targeting Language Structure Knowledge

ERIC Educational Resources Information Center

Purvis, Caralyn J.; McNeill, Brigid C.; Everatt, John

2016-01-01

Low metalinguistic knowledge of pre-service and in-service teachers is likely to restrict the provision of evidence-based literacy instruction in the classroom. Despite such concerns, relatively few studies have examined the effects of teacher preparation coursework in building pre-service teachers' language structure knowledge. This study…

Memory and Comprehension for Health Information among Older Adults: Distinguishing the Effects of Domain-General and Domain-Specific Knowledge

PubMed Central

Chin, Jessie; Payne, Brennan; Gao, Xuefei; Conner-Garcia, Thembi; Graumlich, James F.; Murray, Michael D.; Morrow, Daniel G.; Stine-Morrow, Elizabeth A.L.

2014-01-01

While there is evidence that knowledge influences understanding of health information, less is known about the processing mechanisms underlying this effect and its impact on memory. We used the moving window paradigm to examine how older adults varying in domain-general crystallized ability (verbal ability) and health knowledge allocate attention to understand health and domain-general texts. Participants (n=107, aged 60 to 88 yrs) read and recalled single sentences about hypertension and about non-health topics. Mixed-effects modeling of word-by-word reading times suggested that domain-general crystallized ability increased conceptual integration regardless of text domain, while health knowledge selectively increased resource allocation to conceptual integration at clause boundaries in health texts. These patterns of attentional allocation were related to subsequent recall performance. Although older adults with lower levels of crystallized ability were less likely to engage in integrative processing, when they did, this strategy had a compensatory effect in improving recall. These findings suggest that semantic integration during reading is an important comprehension process that supports the construction of the memory representation and is engendered by knowledge. Implications of the findings for theories of text processing and memory as well as for designing patient education materials are discussed. PMID:24787361

Memory and comprehension for health information among older adults: distinguishing the effects of domain-general and domain-specific knowledge.

PubMed

Chin, Jessie; Payne, Brennan; Gao, Xuefei; Conner-Garcia, Thembi; Graumlich, James F; Murray, Michael D; Morrow, Daniel G; Stine-Morrow, Elizabeth A L

2015-01-01

While there is evidence that knowledge influences understanding of health information, less is known about the processing mechanisms underlying this effect and its impact on memory. We used the moving window paradigm to examine how older adults varying in domain-general crystallised ability (verbal ability) and health knowledge allocate attention to understand health and domain-general texts. Participants (n = 107, age: 60-88 years) read and recalled single sentences about hypertension and about non-health topics. Mixed-effects modelling of word-by-word reading times suggested that domain-general crystallised ability increased conceptual integration regardless of text domain, while health knowledge selectively increased resource allocation to conceptual integration at clause boundaries in health texts. These patterns of attentional allocation were related to subsequent recall performance. Although older adults with lower levels of crystallised ability were less likely to engage in integrative processing, when they did, this strategy had a compensatory effect in improving recall. These findings suggest that semantic integration during reading is an important comprehension process that supports the construction of the memory representation and is engendered by knowledge. Implications of the findings for theories of text processing and memory as well as for designing patient education materials are discussed.

The study of co-citation analysis and knowledge structure on healthcare domain

NASA Astrophysics Data System (ADS)

Chu, Kuo-Chung; Liu, Wen-I.; Tsai, Ming-Yu

2012-11-01

With the prevalence of Internet and digital archives, the online e-journal database facilitates scholars to search literature in a research domain, or to cross-search an inter-disciplined field; the key literature can be efficiently traced out. This study intends to build a Web-based citation analysis system, which consists of four modules, they are: 1) literature search module; (2) statistics module; (3) articles analysis module; and (4) co-citation analysis module. The system focuses on PubMed Central dataset that has 170,000 records. In a research domain, a specific keyword searches in terms of authors, journals, and core issues. In addition, we use data mining techniques for co-citation analysis. The results assist researchers with in-depth understanding of the domain knowledge. Having an automated system for co-citation analysis, it helps to understand changes, trends, and knowledge structure of research domain. For the best of our knowledge, the proposed system differentiates from existing online electronic retrieval database analysis function. Perhaps, the proposed system is going to be a value-added database of healthcare domain, and hope to contribute the researchers.

Measuring Preschool Teachers' Perceived Competency and Knowledge of Oral Language Development

ERIC Educational Resources Information Center

Prestwich, Dian Teer

2012-01-01

Research has demonstrated the impact of early oral language development on a child's later reading comprehension. Additionally, research has suggested that teachers' knowledge of effective practices in literacy plays an important role in students' ability to learn to read. The problem is that preschool teachers' knowledge of…

English Language Teacher Educators' Pedagogical Knowledge Base: The Macro and Micro Categories

ERIC Educational Resources Information Center

Moradkhani, Shahab; Akbari, Ramin; Samar, Reza Ghafar; Kiany, Gholam Reza

2013-01-01

The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical…

Preservice Science and Technology Teachers' Pedagogical Content Knowledge on Cell Topics

ERIC Educational Resources Information Center

Usak, Muhammet

2009-01-01

The purpose of this study is to explain prospective science and technology teachers' pedagogical content knowledge (PCK) about the cell. Lesson preparation, laboratory plan, interview with teacher candidates, and concept mapping were used to collect the data for prospective teacher's PCK. The study was conducted with six prospective science and…

ESLl Teachers' Knowledge of and Experience with Written Corrective Feedback

ERIC Educational Resources Information Center

Cao, Peihong

2017-01-01

Written Corrective Feedback (WCF) in writing classes is fundamental to interactions between teachers and students about students' writing and to help students further improve their writing. As one of the main feedback sources, teachers' cognition (e.g., teachers' thoughts, knowledge, and beliefs) needs to be probed to properly understand teachers…

Guided Work-Based Learning: Sharing Practical Teaching Knowledge with Student Teachers

ERIC Educational Resources Information Center

van Velzen, Corinne; Volman, Monique; Brekelmans, Mieke; White, Simone

2012-01-01

Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers' learning needs as an emphasis. The approach was built on…

A Longitudinal Examination of Preservice Teachers' Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education

ERIC Educational Resources Information Center

Mouza, Chrystalla; Nandakumar, Ratna; Yilmaz Ozden, Sule; Karchmer-Klein, Rachel

2017-01-01

This study used longitudinal data to investigate the development of preservice teachers' Technological Pedagogical Content Knowledge (TPACK) throughout their initial teacher education program in the United States. Quantitative and qualitative data were collected at four different points in time. Findings indicated that teacher preparation…

The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

ERIC Educational Resources Information Center

Lenhart, Sara Talley

2010-01-01

This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

Preservice Teachers' Knowledge and Perceptions of Effective Behavior Management Strategies

ERIC Educational Resources Information Center

Nields, Allison N.

2014-01-01

This study examined student teachers' perceptions and knowledge of behavior management strategies. A questionnaire that included questions about broad behavior management techniques, behavioral learning theory, and behavior management strategies related to behavioral learning theory was given to sixty-one student teacher candidates at a large…

Student teachers' pedagogical content knowledge for teaching systems thinking: effects of different interventions

NASA Astrophysics Data System (ADS)

Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner

2017-09-01

Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers' professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers' PCK for teaching systems thinking. The results show that student teachers' PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers' PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.

Perspectives on Pre-Service Teacher Knowledge for Teaching Early Algebra

ERIC Educational Resources Information Center

McAuliffe, Sharon; Lubben, Fred

2013-01-01

This paper examines a pre-service teacher's content knowledge for teaching early algebra from two perspectives, i.e. using "Rowland's Knowledge Quartet" theory and "Ball's framework for Mathematical Knowledge for Testing" (MKfT). The study intends to examine the differences between the influences using each framework and to…

Teacher-Education Students' Views about Knowledge Building Theory and Practice

ERIC Educational Resources Information Center

Hong, Huang-Yao; Chen, Fei-Ching; Chai, Ching Sing; Chan, Wen-Ching

2011-01-01

This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice. Participants were 24 teacher-education students who took a required course titled "Integrating Theory…

Developing and Evaluating a Paper-and-Pencil Test to Assess Components of Physics Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

2016-01-01

Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional…

The Impact of Economic Education Courses on the Knowledge and Retention of Knowledge of Secondary and Primary School Teachers.

ERIC Educational Resources Information Center

France, Judith; And Others

1989-01-01

Attempts to measure the quality of inservice teacher education programs by examining impact on participating teachers. Uses a random sample of 1,200 K-12 teachers. Results showed economic education programs significantly affected understanding of basic economics and macroeconomic knowledge. (GG)

The Effects of a Systematically Designed Online Learning Environment on Preservice Teachers' Professional Knowledge

ERIC Educational Resources Information Center

Evens, Marie; Larmuseau, Charlotte; Dewaele, Katrien; Van Craesbeek, Leen; Elen, Jan; Depaepe, Fien

2017-01-01

This study examines the effects of an online learning environment on preservice teachers' pedagogical content knowledge (PCK), content knowledge (CK) (related to French in primary teacher education), and pedagogical knowledge (PK) in a quasi-experimental design. More specifically, the following research question is addressed: Is a systematically…

Relevance of a Knowledge Base for a Teacher as a Professional.

ERIC Educational Resources Information Center

Kudva, Pramila

Education provides the opportunity to face social change, and a teacher's role in this process is significant. Until recently, teacher expertise was defined only in terms of knowledge of the subject taught, and teaching itself was not considered a professional activity. This paper describes the entailment of a teacher's profession, examining the…

Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference

ERIC Educational Resources Information Center

Pusey, Portia; Sadera, William A.

2012-01-01

In teacher education programs, preservice teachers learn about strategies to appropriately integrate computer-related and Internet-capable technologies into instructional settings to improve student learning. Many presume that preservice teachers have the knowledge to competently model and teach issues of safety when working with these devices as…

Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

ERIC Educational Resources Information Center

Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo

2017-01-01

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…

Relationship of the Cognitive Functions of Prospective Science Teachers and Their Knowledge, Knowledge Levels, Success and Success Levels

ERIC Educational Resources Information Center

Ismail, Yilmaz

2017-01-01

This study reveals the transformation of prospective science teachers into knowledgeable individuals through classical, combination, and information theories. It distinguishes between knowledge and success, and between knowledge levels and success levels calculated each through three theories. The relation between the knowledge of prospective…

Teachers' Self-Assessed Level of Preparation

ERIC Educational Resources Information Center

White, Susan

2013-01-01

We asked high school physics teachers to assess their level of preparation across a number of domains. Almost all (98%) reported feeling adequately or well prepared in terms of their basic physics knowledge. The chart presents teachers' responses to their self-assessed level of preparation in six different areas. Almost all feel at least…

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

NASA Astrophysics Data System (ADS)

Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

2016-08-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

Analysis of Knowledge-Sharing Evolutionary Game in University Teacher Team

ERIC Educational Resources Information Center

Huo, Mingkui

2013-01-01

The knowledge-sharing activity is a major drive force behind the progress and innovation of university teacher team. Based on the evolutionary game theory, this article analyzes the knowledge-sharing process model of this team, studies the influencing mechanism of various factors such as knowledge aggregate gap, incentive coefficient and risk…

Is Practical Subject Matter Knowledge Still Important? Examining the Siedentopian Perspective on the Role of Content Knowledge in Physical Education Teacher Education

ERIC Educational Resources Information Center

Herold, Frank; Waring, Michael

2017-01-01

Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content…

Public School Teachers' Knowledge, Perception, and Implementation of Brain-Based Learning Practices

ERIC Educational Resources Information Center

Wachob, David A.

2012-01-01

The purpose of this study was to determine K-12 teachers' knowledge, beliefs, and practices of brain-based learning strategies in western Pennsylvania schools. The following five research questions were explored: (a) What is the extent of knowledge K-12 public school teachers have about the indicators of brain-based learning and Brain Gym?; (b) To…

Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

NASA Astrophysics Data System (ADS)

Manno, Christopher M.

This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

Secondary School Teachers' Knowledge and Attitudes Towards Renewable Energy Sources

NASA Astrophysics Data System (ADS)

Liarakou, Georgia; Gavrilakis, Costas; Flouri, Eleni

2009-04-01

Investigating knowledge, perceptions as well as attitudes of public that concern various aspects of environmental issues is of high importance for Environmental Education. An integrated understanding of these parameters can properly support the planning of Environmental Education curriculum and relevant educational materials. In this survey we investigated knowledge and attitudes of secondary school teachers in Greece towards renewable energy sources, particularly wind and solar energy systems. A questionnaire with both open and close questions was used as the main methodological instrument. Findings revealed that although teachers were informed about renewable energy sources and well disposed towards these sources, they hardly expressed clear positions regarding several issues about wind and solar energy technologies and farms. Moreover such themes are limited integrated in teaching either as extra curricular educational programs or through the curriculum. These findings cannot confirm that teachers could influence students' opinion towards renewable energy systems. Thus, authorities should invest more in Environmental Education and relevant Teachers' Education.

Conjecturing, Generalizing and Justifying: Building Theory around Teacher Knowledge of Proving

ERIC Educational Resources Information Center

Lesseig, Kristin

2016-01-01

The purpose of this study was to detail teachers' proving activity and contribute to a framework of Mathematical Knowledge for Teaching Proof (MKT for Proof). While working to justify claims about sums of consecutive numbers, teachers searched for key ideas and productively used examples to make, test and refine conjectures. Analysis of teachers'…

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

NASA Astrophysics Data System (ADS)

O'Brien, Stephanie

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current

Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

PubMed

Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

2013-09-01

Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

Combining Open-domain and Biomedical Knowledge for Topic Recognition in Consumer Health Questions.

PubMed

Mrabet, Yassine; Kilicoglu, Halil; Roberts, Kirk; Demner-Fushman, Dina

2016-01-01

Determining the main topics in consumer health questions is a crucial step in their processing as it allows narrowing the search space to a specific semantic context. In this paper we propose a topic recognition approach based on biomedical and open-domain knowledge bases. In the first step of our method, we recognize named entities in consumer health questions using an unsupervised method that relies on a biomedical knowledge base, UMLS, and an open-domain knowledge base, DBpedia. In the next step, we cast topic recognition as a binary classification problem of deciding whether a named entity is the question topic or not. We evaluated our approach on a dataset from the National Library of Medicine (NLM), introduced in this paper, and another from the Genetic and Rare Disease Information Center (GARD). The combination of knowledge bases outperformed the results obtained by individual knowledge bases by up to 16.5% F1 and achieved state-of-the-art performance. Our results demonstrate that combining open-domain knowledge bases with biomedical knowledge bases can lead to a substantial improvement in understanding user-generated health content.

Nova Scotia Teachers' ADHD Knowledge, Beliefs, and Classroom Management Practices

ERIC Educational Resources Information Center

Blotnicky-Gallant, Pamela; Martin, Cheron; McGonnell, Melissa; Corkum, Penny

2015-01-01

Attention-deficit/hyperactivity disorder (ADHD) has a significant impact on children's social, emotional, and academic performance in school, and as such, teachers are in a good position to provide evidence-based interventions to help ensure optimal adjustment of their students. The current study examined teachers' knowledge and beliefs about…

Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management

ERIC Educational Resources Information Center

Drang, Debra Michal

2011-01-01

This study examined preschool teachers' beliefs, knowledge, and practices related to classroom management. The rationale for researching this topic is based on the role of teachers in the special education referral process, the poor success rate for inclusion for children with disabilities who demonstrate problematic classroom behaviors, and the…

Oral Health Knowledge, Attitude, and Approaches of Pre-Primary and Primary School Teachers in Mumbai, India.

PubMed

Mota, Ankita; Oswal, Kunal C; Sajnani, Dipti A; Sajnani, Anand K

2016-01-01

Background. School teachers have an internationally recognized potential role in school-based dental education and considerable importance has therefore been attributed to their dental knowledge. The objectives of this study were to determine the oral health related knowledge, attitudes, and approaches of pre-primary and primary school teachers in the city of Mumbai. Methods. The descriptive cross-sectional study was conducted in the suburban regions of Mumbai using a self-administered questionnaire and involved 511 teachers. Results. Teachers demonstrated inappropriate or incomplete knowledge regarding children's oral health. Only 53.2% knew that an individual has two sets of dentition. Moreover, only 45.4% of the teachers knew that a primary dentition consists of 20 teeth. Only 56.9% of the teachers asked their children to clean their mouth after snacking during school hours. 45.0% of the teachers were unaware of fluoridated tooth pastes whilst 78.9% of them were unaware of school water fluoridation programmes. Also, 54.8% of the teachers never discussed the oral health of children with their parents during parents meet. Conclusions. The studied school teachers demonstrated incomplete oral health knowledge, inappropriate oral practices, and unfavourable approaches to children's oral health. There is a definite and immediate need for organized training of school teachers on basic oral health knowledge.

Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge.

PubMed

Purvis, Caralyn J; McNeill, Brigid C; Everatt, John

2016-04-01

Low metalinguistic knowledge of pre-service and in-service teachers is likely to restrict the provision of evidence-based literacy instruction in the classroom. Despite such concerns, relatively few studies have examined the effects of teacher preparation coursework in building pre-service teachers' language structure knowledge. This study examined the effects of 7 h of language structure coursework, delivered over 7 weeks, on 121 New Zealand pre-service teachers in their initial year of study. Changes in participants' phonological awareness, morphological awareness, and orthographic knowledge were tracked across the teaching period. The impact of the coursework for participants who presented with strong spelling (n = 24) and poor spelling (n = 24) ability was also compared. The cohort demonstrated significant gains across all measures. Strong spellers responded more favourably to the teaching than poor spellers, even when accounting for initial levels of meta-linguistic knowledge. Implications for the development of teacher preparation programmes that enhance the provision of effective literacy instruction are discussed.

Familiarity with, knowledge of, and attitudes toward epilepsy among teachers in Korean elementary schools.

PubMed

Lee, Haeyoung; Lee, Sang Kun; Chung, Chun Kee; Yun, Soon Nyung; Choi-Kwon, Smi

2010-02-01

We investigated familiarity with, knowledge of, and attitudes toward epilepsy among teachers in elementary schools in Korea, where there is profound prejudice against epilepsy. Most of the teachers thought that epilepsy is a genetic disease. They agreed that children with epilepsy (CWE) should attend regular classes (although with some restriction of school activities) because their academic achievement would be comparable to that of children without epilepsy. However, half of the teachers opposed having CWE in their own classes because they feared a child having a seizure during class and they felt they lacked knowledge of first-aid for seizures. Those teachers who had inaccurate clinical knowledge of epilepsy also demonstrated negative attitudes toward the marriage and employment of persons with epilepsy. We conclude that information about epilepsy should be included in teacher training programs so as to increase their level of knowledge of epilepsy and correct prejudices against epilepsy. (c) 2009 Elsevier Inc. All rights reserved.

Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2016-01-01

The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This…

Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

ERIC Educational Resources Information Center

Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

2015-01-01

The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

Examining Science Teachers' Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices

ERIC Educational Resources Information Center

Chowdhary, Bhawna; Liu, Xiufeng; Yerrick, Randy; Smith, Erica; Grant, Brooke

2014-01-01

The current literature relates to how teachers develop knowledge and practice of science inquiry, but little has been reported on how teachers develop interdisciplinary science inquiry (ISI) knowledge and practice. This study examines the effect of university research experiences, ongoing professional development, and in-school support on…

Knowledge of the brain-death concept among secondary school teachers.

PubMed

Ríos, A; Febrero, B; López-Navas, A; Martínez-Alarcón, L; Sánchez, J; Guzmán, D; Ramírez, P; Parrilla, P

2012-01-01

The concept of brain death (BD) is not very well known in the population, and its unknown nature is one of the main factors that could lead to an attitude against organ donation. The teaching sector has an important influence on the education of adolescents, and for this reason the teacher's knowledge of these concepts is fundamental to spread the correct meaning of the concept to young people. To analyze the concept of BD among teachers of compulsory secondary education (CSE) in southeast Spain and to determine teachers' influence on attitude toward organ donation. Ten CSE level schools were selected and stratified according to geographical location in southeast spain. A random sample was taken of CSE teachers. The knowledge of the concept of BD and attitude toward donation were analyzed using a validated questionnaire, which was self-administered and completed anonymously. Sixty-four percent (n = 180) of respondents knew the BD concept and they considered it to be the death of an individual. Of the rest, 34% (n = 95) did not know this concept, and the remaining 3% (n = 8) believed it did not mean a person's death. Those who understood the concept of BD were more in favor of deceased donation than those who held the wrong concept (82% versus 75%; P < .01). The knowledge of the concept of BD is associated with variables directly and indirectly related with donation and transplantation (P < .05). A third of the CSE teaching staff did not know or understand the BD concept as the death of an individual. The knowledge of BD positively affects attitude toward organ donation. Given that teachers are a source of information, the basic training of CSE teaching staff in basic concepts such as BD would be important. Copyright © 2012 Elsevier Inc. All rights reserved.

A Knowledge Engineering Approach to Develop Domain Ontology

ERIC Educational Resources Information Center

Yun, Hongyan; Xu, Jianliang; Xiong, Jing; Wei, Moji

2011-01-01

Ontologies are one of the most popular and widespread means of knowledge representation and reuse. A few research groups have proposed a series of methodologies for developing their own standard ontologies. However, because this ontological construction concerns special fields, there is no standard method to build domain ontology. In this paper,…

Knowledge and practices of pre-school teachers on growth monitoring program—South Africa

PubMed Central

Mandiwana, Tshifhiwa Cynthia; Mbhenyane, Xikombiso G.; Mushaphi, Lindelani Fhumudzani; Mabapa, Ngoako Solomon

2015-01-01

The aim of this study was to determine knowledge and practices of pre-school teachers on growth monitoring. A quasi-experimental, one-group pre- and post-test intervention study was conducted in eight conveniently selected government subsidized pre-schools in Vhembe and Mopani districts of Limpopo Province, South Africa. Fifteen pre-school teachers participated in the study. An intervention in a form of nutrition education lessons on growth monitoring was developed and implemented. Pre-school teachers completed a knowledge test questionnaire prior to the lessons. The intervention also included the following training skills: procedure to take anthropometric measurements and plotting the Road to Health Chart. About 67% teachers understood the importance of growth monitoring at baseline. The results also showed an improvement 6 months after intervention. All (100%) teachers knew that growth monitoring can be used for diagnosing undernutrition. The results also showed an improvement in skills, such as the procedure to take anthropometric measurements. Knowledge and practices of teachers on growth monitoring were improved by nutrition education 6 months after intervention. PMID:25296726

Reforming Teacher Education through a Professionally Applied Study of Teaching

ERIC Educational Resources Information Center

Ure, Christine Leslie

2010-01-01

This paper presents a review of research of teacher education and the formulation of a model of teacher development that encompasses five domains of knowledge. The model provides a curriculum and pedagogical framework for initial teacher education that links together the theoretical, practical and professional elements of teaching and learning.…

Knowledge and management of traumatic dental injuries in a group of Saudi primary schools teachers.

PubMed

Al-Obaida, Mohammad

2010-08-01

The purpose of this study was to evaluate the knowledge level of a group of Saudi primary school teachers in the management of dental trauma. A three-part questionnaire on demographic data and knowledge was distributed to the teachers in Riyadh city. Twenty-four selected schools were visited and 277 teachers participated in the study of which 5 of them had formal education in dental injuries. Concerning knowledge, 124 teachers (44.8%) believed dental trauma emergency should be dealt with immediately. This study showed that majority of teachers were not aware of the most favorable storage media for avulsed permanent teeth. It was concluded that the majority of Saudi primary school teachers in Riyadh city do not know how to handle a child who sustains dental injury.

Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) during a Long-Term Professional Development Program

ERIC Educational Resources Information Center

Rozenszajn, Ronit; Yarden, Anat

2014-01-01

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development…

Predicting Student Achievement Using Measures of Teachers' Knowledge for Teaching Geometry

ERIC Educational Resources Information Center

Mohr-Schroeder, Margaret; Ronau, Robert N.; Peters, Susan; Lee, Carl W.; Bush, William S.

2017-01-01

This article describes the development and validation of two forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers' knowledge for teaching geometry. Both forms were developed by teams of mathematicians, mathematics educators, psychometricians, and secondary classroom geometry teachers. Predictive…

Teachers' Funds of Knowledge: A Challenge to Evidence-Based Practice

ERIC Educational Resources Information Center

Hedges, Helen

2012-01-01

The spontaneous nature of much early childhood teaching makes it vital to understand the range of knowledge that teachers draw on in their curricular and pedagogical decision-making. Hammersley argued that teaching practice cannot be based directly on research evidence because it needs to be filtered through teachers' experiences and…

Teacher's knowledge and practice of breast self examination.

PubMed

Drakshyani Devi, K; Venkata Ramaiah, P

1994-12-01

Data collected by interview of 100 teachers of schools and colleges regarding knowledge and practice of self examination of breast is analysed. Results showed that although the fear of breast cancer is common, the knowledge and practice of self examination was deficient and not regularly followed. A plea is made to publicise this in health education programmes and in media as a measure for early detection of breast cancer.

Knowledge and Perception Regarding Autism among Primary School Teachers: A Cross-sectional Survey from Pakistan, South Asia.

PubMed

Ayub, Adil; Naeem, Buria; Ahmed, Wajahat Nazir; Srichand, Suraksha; Aziz, Komal; Abro, Brooj; Najam, Sehrish; Murtaza, Duraiz; Janjua, Ali Ahmed; Ali, Sara; Jehan, Imtiaz

2017-01-01

Early detection and intervention seem to improve development in autistic children, and teachers form an important part of their early social environment. The objective of this study was to assess baseline knowledge and misconceptions regarding autism among school teachers and evaluate factors influencing their knowledge. This is a cross-sectional survey enrolling primary school teachers using a self-administered questionnaire. Seventy-three teachers (mean age of 34 years, 66% females) responded. Gaps in awareness and knowledge were found. About 52 (71.2%) teachers identified themselves as having some knowledge about autism, with 23 (44.2%) among this group understanding autism as a neurological/mental disorder. The majority (73.1%) believe that special education is a helpful intervention. The only significant factor that influenced knowledge among teachers was attendance of behavioral classes ( P = 0.01). Results suggest that teachers have an inadequate understanding of autism due to several misconceptions. This calls for increased education of teachers with regard to autism and other childhood disorders.

Understanding of Prospective Physics Teachers Students Toward Pedagogical Content Knowledge on Optical Geometry Materials

NASA Astrophysics Data System (ADS)

Erwin, E.; Rustaman, N. Y.

2017-09-01

This article discusses about Pedagogical content knowledge (PCK) profile of prospective physics teachers on optical geometry materials. Data collected using interview and questionnaire, and the data were analyzed descriptively. The results showed that PCK is an unfamiliar term to students. The extreme findings in this study is the lack of understanding of PCK by prospective physics teachers relating to the importance of recognizing the characteristics of students and how to manage questions from students, which teacher has to directly answer questions from students, and how to respond to the students’ incorrect answer, mostly prospective physics teachers assume that in case of the students answer incorrectly, the students should be directly blamed. Prospective physics teachers have not yet integrated the pedagogical knowledge with the content knowledge in their possess learning it he optical geometry material.

Practical Knowledge and Teacher Reflection from a Practice-Based Literacy Teacher Education Program in the First Years: A Longitudinal Study

ERIC Educational Resources Information Center

Wetzel, Melissa Mosley; Hoffman, James V.; Roach, Audra K.; Russell, Katie

2018-01-01

This longitudinal study explores how one university's practice-based teacher preparation program prepared literacy teachers to develop practical knowledge for teaching and how that knowledge was tested and adapted in the first years of teaching. To understand change, we identified and analyzed points of tension, challenge, or dissonance in the…

Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers.

ERIC Educational Resources Information Center

Wilson, Suzanne M.; Wineburg, Samuel S.

1993-01-01

Responses of two high school history teachers on three performance assessments of teaching, part of the Stanford University Teacher Assessment Project, were analyzed. Differences that emerged in teacher attitudes and knowledge level illustrate what performance assessment can reveal about pedagogical knowledge and the implications for educational…

The Relationship between Teachers' Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices

ERIC Educational Resources Information Center

Saad, Rayana; BouJaoude, Saouma

2012-01-01

The purpose of this study was to investigate relationships between teachers' attitudes toward science, knowledge and beliefs about inquiry, and science classroom teaching practices. Specifically, the study addressed three questions: What are teachers' beliefs and knowledge about inquiry? What are teachers' teaching related classroom practices? Do…

Teachers' Knowledge of Children's Strategies for Equal Sharing Fraction Problems

ERIC Educational Resources Information Center

Krause, Gladys; Empson, Susan; Pynes, D'Anna; Jacobs, Victoria

2016-01-01

In this exploratory study, we documented teachers' knowledge of children's mathematical thinking as they engaged in the task of anticipating children's strategies for an equal sharing fraction problem. To elicit an array of knowledge, 18 teachers were deliberately selected with a variety of numbers of years participating in professional…

An Investigation of Preservice Teachers' Beliefs about the Certainty of Teaching Knowledge

ERIC Educational Resources Information Center

Ferguson, Leila E.; Brownlee, Jo Lunn

2018-01-01

Beliefs about the certainty of teaching knowledge may influence how preservice teachers engage with and learn from knowledge sources in teacher education, and their subsequent practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six…

Correlation between Teacher's PCK (Pedagogical Content Knowledge) and Student's Motivation in Primary School

ERIC Educational Resources Information Center

Maryani, Ika; Martaningsih, Sri Tutur

2015-01-01

Various learning problems occur due to the teachers' inability in managing the learning process. Teacher's learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge…

Enhancing Teachers' Technological Pedagogical Knowledge and Practices: A Professional Development Model for Technology Teachers in Malawi

ERIC Educational Resources Information Center

Chikasanda, Vanwyk Khobidi Mbubzi; Otrel-Cass, Kathrin; Williams, John; Jones, Alister

2013-01-01

This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers' knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in…

Improving Teacher Content Knowledge about the Physical Basis of Climate Change

NASA Astrophysics Data System (ADS)

Gaboardi, M.

2009-12-01

In order for teachers to guide students to a deeper understanding of climate change science, teachers themselves must have a firm comprehension of: - the climate system, - how changes in climate can be measured over time, - how past changes are investigated. Improving teacher content knowledge about the physical basis of climate change, and the sources of paleoclimate data, was the primary focus of the 2009 Florida PROMiSE (Partnership to Rejuvenate and Optimize Mathematics and Science Education in Florida) Climate Change Institute. Our team of four, including two scientists, a district resource teacher, and a practicing classroom teacher, collaborated to create and implement 60 hours of professional development for teachers of grades 4-9. First we determined what primary learning outcome we expected: teachers should be able to unravel a basic multi-proxy paleoclimate record (ice core) and convey that in formation in terms of climate change on earth. We then constructed a concept map containing major concepts teachers would need to interpret their records. During the first week, each day was devoted to a major concept, and included: - stations, at which each group of four teachers openly explored components or misconceptions central to that concept; - a station debrief, during which all groups shared findings and were guided to understand the links between the different stations; - a whole group structured discussion, which helped to crystallize the main concept; - time for teachers to reflect on their own learning. Our district resource teacher and our classroom teacher led the development and instruction of stations; our scientists mainly led structured discussions, though all facilitators participated in all levels of development and implementation. The second week included less structure. Learners worked in groups of of four and were able to handle more complex inquiry. The week culminated in the day-long dissection of model ice cores, presentation of each

Nurse teachers' knowledge in curriculum planning and implementation.

PubMed

Thomas, Eiddwen; Davies, Brian

2006-10-01

Nurses are required to base care on research evidence but research findings on nursing practice often suggest that the linkage is poor and ritualistic routines often prevail. The study explored the origin and nature of knowledge utilised by nurse teachers when developing and implementing a curriculum. In a single, ethnographic case study data were collected from two curriculum development and two curriculum implementation groups, using interviews, participant observation and documents. The study drew directly on Bernstein's theory of the pedagogic device and cultural reproduction. Findings suggested that even though nurse education appears to be dominated by policies and guidelines produced by state agencies, it was teachers operating at institutional and classroom levels who determined what was delivered to student nurses as they relied upon their experience of teaching and clinical practice to plan and implement curriculum. Notwithstanding both national and local aspirations to the contrary, teaching and assessment practices were mostly teacher- rather than student-centred, with heavy reliance on propositional knowledge. The practices identified within this study may induce approaches to learning that may be antithetical to delivering research based care within a prevailing climate that advocates evidence-based practice, clinical effectiveness and governance.

Teacher's Knowledge, Attitudes and Management Practices about Diabetes Care in Riyadh's Schools.

PubMed

Abdel Gawwad, Ensaf S

2008-01-01

The objective of this study was to assess diabetes-related knowledge, attitudes and management practices among school teachers in order to determine their diabetes training needs and preparedness to provide adequate care for students with diabetes. A cross sectional descriptive study was carried out among 177 school teachers in Boys and Girls primary and intermediate school compounds in Riyadh City. Data was collected using self-administered questionnaires during the period February-March 2007. The results showed that most of the school teachers had fair diabetes knowledge (78%), and unfavorable attitudes toward taking responsibility of diabetes education and care in schools. Recognizing normal, low and high blood sugar levels was the least known. The most frequent sources of information were booklets, brochures, mass media and own experience. A negative significant relationship was found between knowledge and attitude scores. Only 18.6% of teachers had got good total score of diabetes management practices for their diabetic students. The most frequent practices mentioned were trying to have competency in using glucometer, and allowing students to use restroom as needed. Developing an emergency action plan, and observing diabetic students all the school day were the least mentioned practices. Good diabetes managers were more knowledgeable and more expressing unfavorable attitudes. This study highlighted the need of diabetes education training courses especially designed to school teachers to promote adequate care and management of diabetes emergencies in schools.

Improving preservice chemistry teachers' content knowledge through intervention activities

NASA Astrophysics Data System (ADS)

Wheeldon, Ruth

2017-06-01

The effect of intervention activities on the chemistry content knowledge of 92 preservice chemistry teachers (PSCT) was examined via a pre and post true/false with confidence level test focusing on ionisation energy values and the use of a common alternative conception (AC). Data were collected from three cohorts of PSCT each engaged in a one year full-time university-based teacher education programme. Comparison of pre-and post-test responses and discrimination differences between responses for each PSCT were used to identify the use of the AC and hence the efficacy of the intervention activities. Interviews with 14 of these PSCT allowed triangulation of the data. Findings suggest that the activities allow 71% of PSCT to identify this AC as non-scientific or become more confident in doing so. Interview data indicate that this rejection of this AC is sustained for 9 of the 11 PSCT whose test data indicated improvement. These data have implications for teacher education such that 2 hour intervention sessions can offer the opportunity for PSCT to develop their subject matter knowledge. As the accurate application of electrostatic concepts to electrons has wider application to bonding, these interventions offer PSCT more accurate chemical subject knowledge resources to draw on in their teaching.

Teachers' Knowledge about and Views of the National Standards for Physical Education

ERIC Educational Resources Information Center

Chen, Weiyun

2006-01-01

This study investigated the current levels of teachers' knowledge about and views of the National Standards for Physical Education (NASPE, 1995) and factors that influenced the teachers' understandings and interpretations of the standards. Twenty-five elementary and secondary physical education teachers voluntarily participated in this study. Data…

An Analysis of Prospective Teachers' Knowledge for Constructing Concept Maps

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan; Esprívalo Harrell, Pamela

2015-01-01

Background: Literature contends that a teacher's knowledge of concept map-based tasks influence how their students perceive the task and execute the creation of acceptable concept maps. Teachers who are skilled concept mappers are able to (1) understand and apply the operational terms to construct a hierarchical/non-hierarchical concept map; (2)…

Developing Preservice Teachers' Knowledge of Science Teaching through Video Clubs

ERIC Educational Resources Information Center

Johnson, Heather J.; Cotterman, Michelle E.

2015-01-01

Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in "Journal of Research in Science Teaching" 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for…

A Conflict in Your Head: An Exploration of Trainee Science Teachers' Subject Matter Knowledge Development and Its Impact on Teacher Self-Confidence

ERIC Educational Resources Information Center

Kind, Vanessa

2009-01-01

Teachers' subject matter knowledge (SMK) is one factor contributing to teaching 'successfully', as this provides a basis from which pedagogical content knowledge develops. UK-based trainee science teachers teach all sciences to age 14 and often up to age 16. Trainees have specialist science knowledge in chemistry, physics, or biology from their…

Chinese Secondary Physical Education Teachers' Depth of Specialized Content Knowledge in Soccer

ERIC Educational Resources Information Center

Ward, Phillip; He, Yaohui; Wang, Xiaozan; Li, Weidong

2018-01-01

Purpose: Accurately measuring the content knowledge of teachers is critical to designing professional development to support their teaching. We examined the depth of specialized content knowledge (SCK), defined in terms of instructional tasks reported by teachers and factors that could affect their SCK. Method: Content maps were used to evaluate…

Outcomes of Primary Teacher Education in Finland: An Exit Survey

ERIC Educational Resources Information Center

Saloviita, Timo; Tolvanen, Asko

2017-01-01

Seven final year cohorts of Finnish pre-service primary teachers (N = 384) were given an exit survey, which measured their estimated attainment of knowledge and experience in the 10 domains of professional activity considered critical for new teachers in the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The results…

Updating Polytechnic Teachers' Knowledge and Skills through Teacher Design Teams in Ghana

ERIC Educational Resources Information Center

Bakah, Marie A. B.; Voogt, Joke M.; Pieters, Jules M.

2012-01-01

While teachers and administrators in polytechnics in Ghana have categorically expressed the growing need for the former's knowledge and skills to be updated in the era of polytechnic transformation, little attention has been paid to the subject. This study reports a professional development intervention organised for 16 engineering teachers…

Educational Assessment Knowledge and Skills for Teachers

ERIC Educational Resources Information Center

Brookhart, Susan M.

2011-01-01

The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards…

Geography Pre-Service Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Reitano, Paul; Harte, Wendy

2016-01-01

This paper reports on an exploratory study that investigated the pedagogical content knowledge (PCK) of four Geography pre-service teachers as they completed their final practicum of their Bachelor of Secondary Education programme. It uses Shulman's (1986, 1987) two categories of PCK as a conceptual framework to identify the participants' PCK of…

The Use of Clinical Interviews to Develop Inservice Secondary Science Teachers' Nature of Science Knowledge and Assessment of Student Nature of Science Knowledge

ERIC Educational Resources Information Center

Peters-Burton, Erin E.

2013-01-01

To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment which assesses student knowledge. Twenty-eight inservice teachers enrolled in a graduate course which in part required a clinical…

Teachers' Development of Professional Knowledge through Action Research and the Facilitation of This by Teacher Educators

ERIC Educational Resources Information Center

Ponte, Petra; Ax, Jan; Beijaard, Douwe; Wubbels, Theo

2004-01-01

This article describes the design and results of a descriptive and explorative case study into the development of professional knowledge by teachers through action research and the facilitation of this by teacher educators. The theoretical framework of the study links the Anglo-Saxon Action Research tradition and the German "Allgemeine Didaktik."…

Using CLIPS in the domain of knowledge-based massively parallel programming

NASA Technical Reports Server (NTRS)

Dvorak, Jiri J.

1994-01-01

The Program Development Environment (PDE) is a tool for massively parallel programming of distributed-memory architectures. Adopting a knowledge-based approach, the PDE eliminates the complexity introduced by parallel hardware with distributed memory and offers complete transparency in respect of parallelism exploitation. The knowledge-based part of the PDE is realized in CLIPS. Its principal task is to find an efficient parallel realization of the application specified by the user in a comfortable, abstract, domain-oriented formalism. A large collection of fine-grain parallel algorithmic skeletons, represented as COOL objects in a tree hierarchy, contains the algorithmic knowledge. A hybrid knowledge base with rule modules and procedural parts, encoding expertise about application domain, parallel programming, software engineering, and parallel hardware, enables a high degree of automation in the software development process. In this paper, important aspects of the implementation of the PDE using CLIPS and COOL are shown, including the embedding of CLIPS with C++-based parts of the PDE. The appropriateness of the chosen approach and of the CLIPS language for knowledge-based software engineering are discussed.

Knowledge base and functionality of concepts of some Filipino biology teachers in five biology topics

NASA Astrophysics Data System (ADS)

Barquilla, Manuel B.

2018-01-01

This mixed research, is a snapshot of some Filipino Biology teachers' knowledge structure and how their concepts of the five topics in Biology (Photosynthesis, Cellular Respiration, human reproductive system, Mendelian genetics and NonMendelian genetics) functions and develops inside a biology classroom. The study focuses on the six biology teachers and a total of 222 students in their respective classes. Of the Six (6) teachers, three (3) are under the Science curriculum and the other three (3) are under regular curriculum in both public and private schools in Iligan city and Lanao del Norte, Philippines. The study utilized classroom discourses, concept maps, interpretative case-study method, bracketing method, and concept analysis for qualitative part; the quantitative part uses a nonparametric statistical tool, Kendall's tau Coefficient for determining relationship and congruency while measures of central tendencies and dispersion (mean, and standard deviation) for concept maps scores interpretation. Knowledge Base of Biology teachers were evaluated by experts in field of specialization having a doctorate program (e.g. PhD in Genetics) and PhD Biology candidates. The data collection entailed seven (7) months immersion: one (1) month for preliminary phase for the researcher to gain teachers' and students' confidence and the succeeding six (6) months for main observation and data collection. The evaluation of teachers' knowledge base by experts indicated that teachers' knowledge of (65%) is lower than the minimum (75%) recommended by ABD-el-Khalick and Boujaoude (1997). Thus, the experts believe that content knowledge of the teachers is hardly adequate for their teaching assignment. Moreover, the teachers in this study do not systematically use reallife situation to apply the concepts they teach. They can identify concepts too abstract for their student; however, they seldom use innovative ways to bring the discussion to their students' level of readiness and

Validity issues in the evaluation of a measure of science and mathematics teacher knowledge

NASA Astrophysics Data System (ADS)

Talbot, Robert M., III

2011-12-01

This study investigates the reliability and validity of an instrument designed to measure science and mathematics teachers' strategic knowledge . Strategic knowledge is conceptualized as a construct that is related to pedagogical knowledge and is comprised of two dimensions: Flexible Application (FA) and Student Centered Instruction (SCI). The FA dimension describes how a science teacher invokes, applies and modifies her instructional repertoire in a given teaching context. The SCI dimension describes how a science teacher conceives of a given situation as an opportunity for active engagement with the students. The Flexible Application of Student-Centered Instruction (FASCI) survey instrument was designed to measure science teachers' strategic knowledge by eliciting open-ended responses to scenario-based items. This study addresses the following overarching question: What are some potential issues pertaining to the validity of measures of science and mathematics teacher knowledge? Using a validity argument framework, different sources of evidence are identified, collected, and evaluated to examine support for a set or propositions related to the intended score interpretation and instrument use: FASCI scores can be used to compare and distinguish the strategic knowledge of novice science and mathematics teachers in the evaluation of teacher education programs. Three separate but related studies are presented and discussed. These studies focus on the reliability of FASCI scores, the effect of adding specific science content to the scenario-based items, and the observation of strategic knowledge in teaching practice. Serious issues were found with the reliability of scores from the FASCI instrument. It was also found that adding science content to the scenario-based items has an effect on FASCI scores, but not for the reason hypothesized. Finally, it was found that more evidence is needed to make stronger claims about the relationship between FASCI scores and novice

Capturing domain knowledge from multiple sources: the rare bone disorders use case.

PubMed

Groza, Tudor; Tudorache, Tania; Robinson, Peter N; Zankl, Andreas

2015-01-01

Lately, ontologies have become a fundamental building block in the process of formalising and storing complex biomedical information. The community-driven ontology curation process, however, ignores the possibility of multiple communities building, in parallel, conceptualisations of the same domain, and thus providing slightly different perspectives on the same knowledge. The individual nature of this effort leads to the need of a mechanism to enable us to create an overarching and comprehensive overview of the different perspectives on the domain knowledge. We introduce an approach that enables the loose integration of knowledge emerging from diverse sources under a single coherent interoperable resource. To accurately track the original knowledge statements, we record the provenance at very granular levels. We exemplify the approach in the rare bone disorders domain by proposing the Rare Bone Disorders Ontology (RBDO). Using RBDO, researchers are able to answer queries, such as: "What phenotypes describe a particular disorder and are common to all sources?" or to understand similarities between disorders based on divergent groupings (classifications) provided by the underlying sources. RBDO is available at http://purl.org/skeletome/rbdo. In order to support lightweight query and integration, the knowledge captured by RBDO has also been made available as a SPARQL Endpoint at http://bio-lark.org/se_skeldys.html.

Supporting Student Teachers in Developing and Applying Professional Knowledge with Videoed Events

ERIC Educational Resources Information Center

Ingram, Jenni

2014-01-01

Student teachers often struggle with handling events in the complex environment that is a classroom. This article reports on a study that investigates the potential of using video-based materials to support mathematics student teachers in developing and applying professional knowledge. Student teachers viewed videos of classroom events with…

Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

ERIC Educational Resources Information Center

Ersanli, Ceylan Yangin

2016-01-01

Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The…

Pre-Service Teachers' Understanding of Fraction Multiplication, Representational Knowledge, and Computational Skills

ERIC Educational Resources Information Center

Son, Ji-Won; Lee, Ji-Eun

2016-01-01

Despite the importance of teacher fractional knowledge, there are several areas of teacher understanding that are not well understood. The purpose of this study was to characterise profiles of pre-service teachers' (PSTs) mathematical competence on the topic of fraction multiplication by examining PSTs' understanding of multiplication of fractions…

Surveying Chinese In-Service K12 Teachers' Technology, Pedagogy, and Content Knowledge

ERIC Educational Resources Information Center

Liu, Qingtang; Zhang, Si; Wang, Qiyun

2015-01-01

Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study…

Knowledge and Beliefs about Developmental Dyslexia in Pre-Service and In-Service Spanish-Speaking Teachers

ERIC Educational Resources Information Center

Soriano-Ferrer, Manuel; Echegaray-Bengoa, Joyce; Joshi, R. Malathesa

2016-01-01

The present study investigated knowledge, misconceptions, and lack of information about dyslexia among pre-service (PST) and in-service (IST) Spanish-speaking teachers in Spain and Peru. Two hundred and forty-six pre-service teachers and 267 in-service teachers completed the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS).…

Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program

ERIC Educational Resources Information Center

Shinas, Valerie Harlow; Karchmer-Klein, Rachel; Mouza, Chrystalla; Yilmaz-Ozden, Sule; Glutting, Joseph J.

2015-01-01

In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the…

Pre-Service Teachers' Perception toward Environmental Knowledge, Attitudes and Behaviours

ERIC Educational Resources Information Center

Borhan, Mohamad Termizi; Ismail, Zurida

2011-01-01

Purpose: The study investigated the environmental knowledge, attitudes and behaviours exhibited by the pre-service teachers and determined if there was any significant relationship between environmental knowledge, attitudes and behaviours. Method: This descriptive study adopted a quantitative approach using questionnaires to obtain information on…

Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

ERIC Educational Resources Information Center

Johnston, Jane; Ahtee, Maija

2006-01-01

This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

Evaluation of knowledge and attitude of school teachers about emergency management of traumatic dental injury.

PubMed

Singh, Mala; Ingle, Navin Anand; Kaur, Navpreet; Yadav, Pramod

2015-01-01

Traumatic dental injuries (TDIs) are widespread in the population and are a serious dental public health problem among children. Dental trauma may cause both functional and esthetic problems, with possible impacts on the patient's quality of life. To investigate teacher's knowledge and attitudes of Mathura city about emergency management of TDIs in children. A total of 352 teachers from total 23 schools of Mathura city were included in the study. Data were collected through a survey, which included a self-administered questionnaire. The questionnaire consisted of three major parts containing multiple-choice questions. Among the teachers 51.1% were males and 48.9% were females. Majority of the respondents, that is, 33.5% were between 31 and 40 years of age. Most respondents (34%) had more than 10 years of teaching experience. Majority of the teachers (39.2%) had educational qualification other than B.Ed. and M.Ed. degrees. Physical education teachers comprised the largest group of school teachers. Regarding knowledge and attitude, the teachers with 10-20 years of teaching experience, physical education teachers, and the teachers other than B.Ed. and M.Ed. qualifications had given more correct answers to the questions when compared with other groups. For the teachers having a low level of knowledge, there is a need for greater awareness to improve teachers' knowledge and attitudes related to the emergency management of TDIs in children by organizing educative and motivational programs.

The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science

NASA Astrophysics Data System (ADS)

Houseal, Ana K.

Engaging elementary students in science through inquiry-based methodologies is at the center of science education reform efforts (AAAS, 1989, NRC 1996, 2000). Through scientific problem solving, students can learn that science is more than just learning facts and concepts (NRC, 2000) The process of scientific inquiry, as a way of approaching scientific problem solving, can be taught to students through experiential, authentic (or real-world) science experiences. Student-teacher-scientist partnerships (STSPs) are one vehicle used to connect students to these science experiences with practicing research scientists. However, the literature on STSPs demonstrates they are fraught with challenges and very little is known of their effects on teachers' and students' content knowledge growth or changes in their attitudes about science and scientists. This study addressed these two areas by researching a particular STSP. The STSP, called Students, Teachers, and Rangers and Research Scientists (STaRRS), designed to be incorporated into the existing long-standing education program Expedition: Yellowstone! (E:Y!) was the focus of this study. For teachers, a pre-test, intervention, post-test research design addressing content knowledge gains, attitude changes, and pedagogical changes was used. A quasi-experimental pre- post-test design using treatment and comparison groups of students addressed content knowledge gains and attitude changes. Findings provided evidence of significant positive shifts in teachers' attitudes regarding science and scientists, and trends of shifting pedagogical choices made by teachers. Students showed significant content knowledge gains and an increased positive attitude regarding their perceptions of scientists.

Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

PubMed Central

Liu, Dengyuan; Rao, Yunshuang; Yuan, Jun; Chen, Yao; Zhao, Yong

2018-01-01

Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score (p < 0.0001) of respondents on age, type of residence, type of kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children’s nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R2) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in

Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey.

PubMed

Liu, Hongyan; Xu, Xianglong; Liu, Dengyuan; Rao, Yunshuang; Reis, Cesar; Sharma, Manoj; Yuan, Jun; Chen, Yao; Zhao, Yong

2018-03-28

Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score ( p < 0.0001) of respondents on age, type of residence, type of kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children's nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R²) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in