Measuring teachers' pedagogical content knowledge in primary technology education

Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often complicated, and time and labour consuming. Hence, a challenge in measuring teachers' pedagogical content knowledge is to construct an instrument that is time and labour‐efficient, and makes it possible to investigate large sample sizes. This paper illustrates how a multiple‐choice test to measure teachers' pedagogical content knowledge in primary technology education was designed and validated. The procedure of test construction and the first results are presented. It is concluded that the systematic procedure that was followed is effective for the construction of a valid test. In addition, statistical analyses showed that test/re‐test reliability is moderate. Data collection with larger samples is needed in order to find more statistical support for the psychometric properties of the test.     

A new instrument for measuring pre-service biology teachers' pedagogical content knowledge: The PCK-IBI

Teachers' pedagogical content knowledge (PCK) is highly important for effective design and implementation of school teaching. Thus, the current status, development and efficacy of this knowledge, its relationships with teaching quality parameters, and its impact on students' learning processes and success, require rigorous examination. Thoroughly validated, objective and reliable test instruments that are highly sensitive to changes in variables of proven knowledge-related relevance in teacher education are also required. Previous attempts to design such instruments for assessing science teachers' PCK have largely focused on mathematical content. Therefore, here we present an instrument (the pedagogical content knowledge in biology inventory, PCK-IBI), based on conceptualizations of teachers' professional competence, for assessing secondary school pre-service biology teachers' PCK. In a series of three evaluations and refinements it was tested with samples of N = 274 and N = 432 German pre-service as well as one sample of n = 65 German pre-service and n = 35 German in-service biology teachers. Item analysis, scale analysis and empirically obtained indicators of validity suggest that the final 34-item-version of the PCK-IBI is unidimensional, provides objective test scores and enables reliable and valid registration of pre-service biology teachers' PCK. Thus, hypotheses regarding specific aspects of the model on which the PCK-IBI's construction is based on are empirically supported. The results of our study provide empirical support for the instrument's potential utility.     

Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice

Like many areas of curricula internationally, technology education has encountered difficulties in achieving continuity between the rhetoric of prevailing policy and the reality of enacted practices. In technology education, the conceptually oriented nature of curricular goals is theorised to play a significant part in influencing this relationship. One way in which investigations of this relationship have been approached is considering the application of pedagogical content knowledge (PCK) frameworks as a mechanism to understand the interaction of teachers’ knowledge and enacted practices. However, understanding from the philosophy of technology, and the technology education literature, suggests that technology education treats knowledge differently to many other disciplines. As a result of this, the interactions between teachers’ beliefs and knowledge are theorised to play a more significant role in influencing enacted practice in technology education. Building on this perspective, this article considers the need to investigate the roles of teachers’ knowledge and beliefs, and the interactions between these, in the investigation of enacted practice. Further to this, the article problematises the potential for a dominance of exploratory research, though acknowledging the need for research within different paradigms; a common frame of reference is advocated. In advocating a more holistic approach to investigating enacted practice, and the factors which may influence teachers’ enactment of teaching practice, it is envisioned that this article takes a step towards methodological coherence regarding the study of enacted practice in technology education.     

Resolving the amalgam: connecting pedagogical content knowledge,content knowledge and pedagogical knowledge

ABSTRACT

This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies.     

Probing the amalgam: the relationship between science teachers’ content,pedagogical and pedagogical content knowledge

ABSTRACT

This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, ‘consensus’ model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an ‘amalgam’ of content and pedagogical knowledge.     

技术-教学法-内容知识:对教师的新要求

基于对教育技术、一般教学法和学科内容交互作用的分析,研究者提出当前教师应具有技术一教学法一内容知识,善于利用教育技术有效表征和呈现学科内容以利于教学和学生理解。可通过基于问题解决的训练模式帮助教师获得技术一教学法一内容知识。该理论是对教师知识研究的拓展,对教师的职业素质提出了新要求,也对当前我国教师教育的研究和实践具有重要启发意义。     

Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

The purpose of this study is to provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK-before), (b) lesson reflection form (PCK-after), (c) lesson observation table (PCK-in-action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching.     

Development of an instrument for exploring preservice technology teachers’ maker-based technological pedagogical content knowledge

With the development of the maker movement, more and more teachers are applying a broad range of technological tools in their pedagogy, instead of only information technology. This study details the development and validation of the Teachers Maker-based TPACK Survey Instrument (TMTSI), a revised model designed to measure technology teachers’ maker-based technological pedagogical content knowledge (TPACK) in utilizing maker-based tools to support their teaching. We recruited 165 preservice secondary technology teachers in Taiwan for this study and confirmatory factor analysis was applied to validate the instrument. Our findings suggest that TMTSI provided a valid and highly reliable research-based instrument that also serves as a professional development model to help scaffold the development of K-12 technology teachers. This paper details the theoretical foundations of TMTSI, reports on its reliability and validity, and discusses the application and implications of TMTSI for teacher education and professional development.     

Investigating teacher presence in courses using synchronous videoconferencing

This research examines teacher presence in high school distance courses that are delivered by synchronous videoconference. In rural and remote areas, many school districts are using videoconferencing as way to reach dispersed students. This collective case study uses mixed methods to unpack the notion of presence from the perspective of teachers and their students. This study reports four key findings which have implications for building presence in a videoconference course: teachers’ confidence and experience aligned with higher presence; teaching videoconference and face-to-face classes simultaneously led to challenges with developing presence; immediacy behaviors correlated with higher presence; and, students’ learning preference related to perceived teacher presence. These findings confirm many of the issues raised in the literature about technology integration but also contribute new perspectives on teaching presence in a videoconference.     

Investigation of chemistry graduate teaching assistants' teacher knowledge and teacher identity

Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs' teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self-investment in developing as teachers. The results presented herein contribute to an understanding of GTAs' teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development.     

From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge

Abstract

The European Higher Education Area has promoted reconsidering the role played by teachers at universities. Faculties are expected to design learning activities that promote the acquisition of competencies among students. In this context, technologies have garnered prominence as they contribute to creating student-centred learning environments. This study answers these research questions: (1) To what extent has university teaching changed with the implementation of digital technologies in university classrooms? What technology-based learning activities are incorporated in instructional designs by the teachers? (2) How does the faculty describe the integration of technological knowledge into pedagogical content knowledge when designing and developing technology-based learning activities? (3) According to university teachers, which other factors (intrinsic or extrinsic) determine the use of digital technologies in their learning designs? To answer these questions, we have collected data from two differentiated samples of university teachers using the Inventory of Learning Activities with Technology at the University and semi-structured interviews. First, the results reveal that teachers use technologies to carry out learning activities focusing on the content and the teacher. Student-centred learning activities are only timidly being incorporated. Second, the extent to which such activities are implemented is linked to the teachers’ techno-pedagogical content knowledge. Third, the factors that facilitate or inhibit teachers from using technologies in the teaching–learning process respond to intrinsic aspects, such as teachers’ knowledge and beliefs, but also to extrinsic and contextual issues, such as the discipline taught or institutional policy at the university regarding the use of educational technologies.     

Pedagogical content knowledge and the teaching of outdoor education

This theoretical paper examines the concept of pedagogical content knowledge (PCK) and explores how it might contribute to conversations around quality teaching and learning in outdoor education. This paper begins by summarizing the historical and contemporary literature, including issues of definitions, curriculum, content, and pedagogy in outdoor education. We then review the concept of PCK, its history, and contributions to other subject areas, including mathematics. We present a framework for PCK from the field of mathematics education and propose a 'modified' PCK framework for outdoor education. We postulate that this framework might help articulate knowledge areas needed by a teacher of outdoor education, and how these differ from and are similar to those required in other subject areas. We conclude by exploring how the idea of PCK and the modified framework might add to existing understandings of what it means to provide high quality outdoor education teaching and learning experiences.     

Community-based field experiences in teacher education: possibilities for a pedagogical third space

The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers’ work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through “third space” theory, the article discusses the value that such experiences have for prospective teachers’ learning. The goals of the article align with the commitment to preparing a future teaching force for the diverse educational settings that they will encounter in the twenty-first century.     

The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education

ABSTRACT

Research on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent’s (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant’s dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced.     

Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale

Researchers state that teachers in different contexts reported different technological pedagogical content knowledge (TPACK). This phenomenon may partially be explained by cultural differences. Based on this consideration, the development and validation of the Chinese pre-service teachers’ technological pedagogical content knowledge (CTPCK) scale is described in this article. The sample was split into two subsamples on random basis (n1 = 229, n2 = 207) for the purpose of conducting (1) exploratory factor analysis (EFA) and (2) confirmatory factor analysis (CFA), respectively. After the EFA, the CTPCK scale excluded six items and included eight factors with 42 items. Reliability and correlations were discussed. The findings revealed that the CTPCK scale was a valid and reliable instrument for measuring the TPACK of Chinese pre-service teachers’ knowledge with or without linking educational technology.     

The role of subject-matter content in teacher preparation: an international perspective for mathematics

International comparative studies in education provide a fresh perspective on K-12 education policy by enabling countries to learn from each other’s approaches. The recently conducted Teacher Education and Development Study—Mathematics provides a worldwide lens by which to examine the role of subject-matter in the preparation of US teachers of mathematics for primary and lower secondary students. More specifically, a previous study looking at the international top-performing teacher preparation programmes identified a common set of learning experiences (topics/content) related to mathematics. This empirically derived international benchmark is used in this paper to examine the quality of the mathematics preparation of future US teachers in various university and college programmes.     

Development of evidence-based,student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge

ABSTRACT

This paper offers pedagogical content knowledge (PCK) rubrics, that is, guides providing criteria for grading that are potentially applicable to a range of science topics and levels of teacher experience. Grading criteria applied in the rubrics are based on qualitative analyses of planned topic-specific professional knowledge (TSPK) and content knowledge (CK). Data were collected via three topic-specific vignettes from 239 pre-service science teachers (PSTs) starting a university-based, full-time, one year teacher education programme in England. The statements were analysed for TSPK and CK. PSTs’ statements proposed instructional strategies comprising demonstrations, explanations, illustrations and analogies, classified as Relevant to the science topics, others Irrelevant. Some Relevant strategies missed an aspect that may, if enacted, help students’ learning, so were judged Incomplete. Statements were also analysed for evidence of relevant and correct CK. CK and TSPK statements are aligned into grids, creating PCK rubrics. These demonstrate the precise nature of knowledge likely to lead to instruction that impacts positively on student learning. The rubrics present the possibility of PCK repertoires that contribute clarity and precision to teaching instruction. Although findings cannot be generalised, the methodology offers a strategy for supporting out-of-field teachers, and those seeking instructional strategies to add to existing repertoires.     

When Circles Collide: Unpacking TPACK Instruction in an Eighth-Grade Social Studies Classroom

The technological pedagogical content knowledge (TPACK) conceptual framework, since its introduction in 2006, has provided researchers and teacher educators a theoretical means by which to understand the knowledge required to teach effectively with technology. However, a clear picture of what TPACK looks like in practice is still in its infancy. Using a case-study approach, this research examines the teaching practices of an eighth-grade social studies teacher, specifically how the teacher operationalizes TPACK within his classroom. Four examples of TPACK practices are given along with the teacher's rationale for his technology use. Two themes emerged: the transformation of technology into something that just happens in the classroom and the teacher's use of technology to shape instruction. Implications from this case study are then discussed, including the process and timing of combining the different knowledge components of TPACK and the need to better capture the role of students in the TPACK model.     

The use of a collaborative math tutoring model to improve content knowledge among special education teacher candidates

ABSTRACT

The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers’ higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented.