Pedagogical Content Knowledge

Simulations as a Tool for Practicing Questioning

In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.

Author/Presenter: 
Corey Webel
Kimberly Conner
Wenmin Zhao
Lead Organization(s): 
Year: 
2018
Short Description: 
Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

What does it mean to notice my students’ ideas in science today?: An investigation of elementary teachers’ practice of noticing their students’ thinking in science

Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and supported.
Author/Presenter: 
Melissa J. Luna
Year: 
2018
Short Description: 
An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.

Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter

The Next Generation Science Standards call for changes in not only what is taught in elementary science but also how students engage in the learning experience to develop understanding of core disciplinary ideas. In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK through a lesson plan task, the Content Representation tool, and interviews and then adapted and tested a scoring rubric to facilitate comparison of teachers’ PCK.

Author/Presenter: 
Deborah L. Hanuscin
Dante Cisterna
Kelsey Lipsitz
Year: 
2018
Short Description: 
In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK through a lesson plan task, the Content Representation tool, and interviews and then adapted and tested a scoring rubric to facilitate comparison of teachers’ PCK.

Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking

This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking. We present a simulation assessment and show what a performance on that assessment can reveal about a pre-service teacher’s eliciting and interpreting skills, as well as their mathematical knowledge for teaching. We consider the specific design features that make it possible to appraise pre-service teachers’ capabilities.

Author/Presenter: 
Meghan Shaughnessy
Timothy Boerst
Lead Organization(s): 
Year: 
2018
Short Description: 
This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking.

Examining the Impact of Lesson-Analysis Based Teacher Education and Professional Development across Methods Courses, Student Teaching, and Induction

Author/Presenter: 
Christopher Wilson
Molly Stuhlsatz
Connie Hvidsten
Betty Stennett
Lead Organization(s): 
Year: 
2017
Short Description: 
Presentation on ViSTA at the 2017 NARST conference in San Antonio, Texas. The ViSTA Plus project is a multi-year preservice teacher education program for elementary teachers that spans the methods course, student teaching, and the first year of teaching.

Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

STEM Categorization: 
Day: 
Fri

Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.

Session Types: 

Supports for Elementary Teachers Implementing the NGSS: Challenges and Opportunities across Science, Technology, and Engineering

STEM Categorization: 
Day: 
Fri

Consider methods and challenges associated with supporting upper elementary teachers’ implementation of NGSS-based classroom interventions in this structured poster session.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

In this structured poster session, a set of projects will present and discuss resources, models, and tools (RMTs) designed to support upper elementary teachers to implement an array of curricular and instructional interventions reflecting diverse disciplinary concepts and practices embodied in NGSS. The session aims to provide a forum for exploring diverse approaches to improving science in 3rd-5th-grade classrooms and engage in discussion about how these ideas can advance systemic efforts to support quality science instruction and student learning. 

Session Types: 

Preparing Teachers to Support Rich Disciplinary Discussions in Their Classrooms

STEM Categorization: 
Day: 
Thu

Learn about pre- or in-service teacher education activities designed to support teacher facilitation of student disciplinary discussions through enactments that illustrate teacher education activities.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

Often the most we know about our colleagues’ on-the-ground support of teachers is what we read in the methods sections of research articles, or what has been reified many times over in their published teacher learning materials. We rarely get to see, much less experience, one another’s approaches to supporting teachers. This session will open up the black-box of our work with teachers for discussion and scrutiny.

Session Types: 

Practicum-based Professional Development Models: Considering Impacts from Multiple Perspectives

STEM Categorization: 
Day: 
Thu

Join a discussion about making, understanding, and measuring the impacts of practicum-based teacher professional development models, and aspects of policy and context that mediate these impacts.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

Professional development projects aim to improve student learning by directly impacting teachers. However, the work of teachers (and thus the potential impact of professional development) is often impacted by a number of policy and context-related factors. This poses a challenge not only in programming designed to impact teachers, but also to the ability to detect these impacts through rigorous research designs.

Session Types: 

Longitudinal Studies of Teacher Development in Elementary Mathematics and Science

STEM Categorization: 
Day: 
Thu

Learn about the work and findings of two longitudinal studies examining the development of knowledge, beliefs, and instructional practices among pre-service and early-career elementary teachers in mathematics and science.

Date/Time: 
2:15 pm to 3:45 pm

Over the past five years, research teams at Western Washington University and North Carolina State University have each conducted longitudinal studies to examine elementary teacher development in mathematics and science. Specifically, they have investigated the development of pre-service/novice teachers’ knowledge, beliefs, and instructional practices during teacher preparation and into their initial years of teaching. 

Session Types: 

Pages

Subscribe to Pedagogical Content Knowledge