Conceptualizing and Describing Teachers' Learning of Pedagogical Concepts

Autor/inn/en	González, María José; Gómez, Pedro
Titel	Conceptualizing and Describing Teachers' Learning of Pedagogical Concepts
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 12, Artikel 2 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Educational Practices; Teaching Methods; Teacher Education; Teacher Education Programs; Lesson Plans; Educational Theories; Pedagogical Content Knowledge; Preservice Teachers; Mathematics Instruction; Teacher Competencies; Audio Equipment; Secondary Education; Interpersonal Communication; Student Attitudes; Theory Practice Relationship; Colombia; Spain + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Lesson planning; Unterrichtsplanung; Educational theory; Theory of education; Bildungstheorie; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Lehrkunst; Audio-CD; Sekundarbereich; Interpersonale Kommunikation; Schülerverhalten; Theorie-Praxis-Beziehung; Kolumbien; Spanien
Abstract	In this paper, we propose a model to explore how teachers learn pedagogical concepts in teacher education programs that expect them to become competent in lesson planning. In this context, we view pedagogical concepts as conceptual and methodological tools that help teachers to design a lesson plan on a topic, implement this lesson plan and assess its results. Concepts such as the notions of learning goals, errors, conceptual structure, representation systems, resources, grouping, interaction or assessment strategies are examples of such pedagogical concepts. We propose a model that involves three types of knowledge of a pedagogical concept--theoretical, technical and practical--for describing teachers' learning of it. The knowledge classification proposed by this model assumes that a teacher should know the theory about the pedagogical concept (theoretical knowledge), be able to use it for analysing the topic and producing information about it (technical knowledge), and be able to use this information for making decisions in the planning process (practical knowledge). We present examples of the development and enactment of those types of knowledge by a group of mathematics future teachers in a teacher education program we have worked on. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10