Weitere Artikel dieser Ausgabe durch Wischen aufrufen
Generalist primary school teachers often have little or no training in school subjects such as science and technology. Not surprisingly, several studies show that they often experience difficulties when teaching these subjects, in fact some primary teachers even avoid teaching them. The over all aim of this study is to contribute to new theoretical and methodological tools for the study of how teachers develop knowledge for teaching, i.e. pedagogical content knowledge (PCK). And based on this, elaborate on implications for the professional development of primary school teachers. The teachers in the study participated in a design-based research project concerning technology education in Grade 1. We were especially interested in whether the teachers displayed any habits that contributed to the development of their personal PCK. We found three significant patterns in how the teachers, together with the researcher, developed knowledge of how to teach a specific topic in technology. We argue that these patterns tell us something about the teachers’ epistemic habits in relation to the teaching of technology. The existence of these habits could help to explain how teachers with little or no experience of teaching a subject can develop relevant PCK.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Abell, S. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405–1416. CrossRef
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. CrossRef
Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33(1), 1–25. CrossRef
Appleton, K. (2006). Science pedagogical content knowledge and elementary school teachers. In K. Appleton (Ed.), Elementary science teacher education: International perspectives on contemporary issues and practice (pp. 31–54). New Jersey: Lawrence Erlbaum.
Björkholm, E. (2015). Unpacking the object of learning. International Journal for Lesson and Learning studies, 4(3).
Butler, D. L., Novak L., H., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435–455. CrossRef
de Vries, M. J. (2006). Two decades of technology education in retrospect. In M. J. de Vries & I. Mottier (Eds.), International handbook of technology education: Reviewing the past twenty years (pp. 3–11). Rotterdam/Taipei: Sense Publishers.
Dewey, J. (1910). How we think. Boston: D.C. Heath and Co. CrossRef
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. CrossRef
Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3–17). Dordrecht: Kluwer.
Gustavsson, L. (2008). Becoming a better teacher. Ways of dealing with the content made a topic of conversation among teachers. Language: Swedish, with a summary in English. Dissertation Umeå University.
Hallström, J., Hultén, M., & Lövheim, D. (Eds.). (2013). Teknik som kunskapsinnehåll i svensk skola 1842–2010. Möklinta: Gidlunds.
Hamza, K. M., & Wickman, P. O. (2008). Describing and analyzing learning in action: An empirical study of the importance of misconceptions in learning science. Science Education, 92(1), 141–164. CrossRef
Hashweh, M. (2013). Pedagogical content knowledge: Twenty-five years later. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (pp. 115–140). Bingley: Emerald Group Publishing Limited. CrossRef
Holmqvist, M. (2011). Teachers’ learning in a learning study. Instructional Science, 39(4), 497–511. CrossRef
Hultén, M. (2013). Technology for all: Turning a keyword into a school subject in post-war Sweden. History of Education, 42(5), 622–637. CrossRef
Jones, A. (2001). Theme issue: Developing research in technology education. Research in Science Education, 31(1), 3–14. CrossRef
Jones, A., & Moreland, J. (2004). Enhancing practicing primary school teachers’ pedagogical content knowledge in technology. International Journal of Technology and Design Education, 14(2), 121–140. CrossRef
Käpylä, M., Heikkinen, J.-P., & Asunta, T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 31(10), 1395–1415. CrossRef
Kelly, G. J., McDonald, S., & Wickman, P.-O. (2012). Science learning and epistemology. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 281–291). Dordrecht: Springer. CrossRef
Kullberg, A. (2010). What is taught and what is learned: Professional insights gained and shared by teachers of mathematics. Dissertation. University of Gothenbourg.
Kyriacou, C. (2010). The epistemic justification puzzle. Dissertation. The University of Edinburgh.
Marton, F., & Lo, M. L. (2007). Learning from “the learning study”. Tidskrift för lärarutbildning och forskning [Journal of Research in Teacher Education], 1, 31–44.
Marton, F., & Pang, M. F. (2006). On some necessary conditions of learning. The Journal of the Learning Sciences, 15(2), 193–220. CrossRef
National Agency for Education, Sweden. (2011). Curriculum for the compulsory school, preschool class and the leisure-time centre 2011. Stockholm: Skolverket.
Nilsson, P. (2008). Teaching for understanding—The complex nature of PCK in pre-service teacher education. International Journal of Science Education, 30(10), 1281–1299. CrossRef
Pang, M. F., & Lo, M. L. (2012). Learning study: Helping teachers to use theory, develop professionally and produce new knowledge to be shared. Instructional Science, 40(3), 589–606. CrossRef
Piqueras, J., Wickman, P.-O., & Hamza, K. M. (2011). Student teachers’ moment-to-moment reasoning and the development of discursive themes—An analysis of practical epistemologies in a natural history museum exhibit. In E. Davidsson & A. Jakobsson (Eds.), Understanding interactions at science centers and museums: Approaching sociocultural perspectives (pp. 79–96). Rotterdam: Sense Publishers.
Rennie, L. J. (2001). Teacher collaboration in curriculum change: The implementation of technology education in the primary school. Research in Science Education, 31(1), 49–69. CrossRef
Rohaan, E. J., Taconis, R., & Jochems, W. M. G. (2012). Analyzing teacher knowledge for technology education in primary schools. International Journal of Technology and Design Education, 22(3), 271–280. CrossRef
Runesson, U., Kullberg, A., & Maunula, T. (2011). Sensitivity to student learning—A possible way to enhance teachers’ and students’ learning? In O. Zaslawski & P. Sullivan (Eds.), Constructing knowledge for teaching secondary mathematics (pp. 263–278). London: Springer. CrossRef
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. CrossRef
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. CrossRef
Smith, M. S. (2005). Helping preservice teachers develop habits of inquiry: Can it be done? Reading Research and Instruction, 45(1), 39–68. CrossRef
Stein, S. J., Ginns, I. S., & McDonald, C. V. (2007). Teachers learning about technology and technology education: Insights from a professional development experience. International Journal of Technology and Design Education, 17(2), 179–195. CrossRef
Stein, S. J., McRobbie, C. J., & Ginns, I. S. (1999). Introducing technology education: Using teachers’ questions as a platform for professional development. Research in Science Education, 29(4), 501–514. CrossRef
Wickman, P.-O. (2004). The practical epistemologies of the classroom: A study of laboratory work. Science Education, 88(3), 325–344. CrossRef
Wickman, P.-O., & Östman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86(5), 601–623. CrossRef
- Epistemic habits: primary school teachers’ development of pedagogical content knowledge (PCK) in a design-based research project
- Springer Netherlands
International Journal of Technology and Design Education
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
Neuer Inhalt/© Velodyne Europe, dSpace, FEV, Valeo Logo/© Valeo, TE Connectivity Corporation/© TE Connectivity Corporation, Und alles läuft glatt: der variable Federtilger von BorgWarner/© BorgWarner, AVL/© AVL List GmbH 2018, Neuer Inhalt/© TE