Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

Autor/inn/en	Jones, Alister; Moreland, Judy
Titel	Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology
Quelle	In: International Journal of Technology and Design Education, 14 (2004) 2, S.121-140 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1023/B:ITDE.0000026513.48316.39
Schlagwörter	Teacher Effectiveness; Teacher Student Relationship; Pedagogical Content Knowledge; Technology Education; Teaching Methods; Elementary School Teachers; Professional Development; Program Descriptions; Technological Literacy; Educational Principles; Learning Theories; Learning Processes + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Kompetenz; Technisch-naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Bildungsprinzip; Learning theory; Lerntheorie; Learning process; Lernprozess
Abstract	This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10