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- Publisher Website: 10.1080/09500693.2015.1033777
- Scopus: eid_2-s2.0-84929962558
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Article: On-Site Pedagogical Content Knowledge Development
Title | On-Site Pedagogical Content Knowledge Development |
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Authors | |
Keywords | Teaching new topics Reflection-in-action Polymerase chain reaction (PCR) Pedagogical content knowledge (PCK) |
Issue Date | 2015 |
Citation | International Journal of Science Education, 2015, v. 37, n. 8, p. 1246-1278 How to Cite? |
Abstract | © 2015, © 2015 Taylor & Francis. Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to invent new instructional strategies/representations on the spot during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers’ subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers’ on-site PCK development are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/219892 |
ISSN | 2023 Impact Factor: 2.2 2023 SCImago Journal Rankings: 0.965 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Chan, Kennedy Kam Ho | - |
dc.contributor.author | Yung, Benny Hin Wai | - |
dc.date.accessioned | 2015-09-24T04:44:17Z | - |
dc.date.available | 2015-09-24T04:44:17Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | International Journal of Science Education, 2015, v. 37, n. 8, p. 1246-1278 | - |
dc.identifier.issn | 0950-0693 | - |
dc.identifier.uri | http://hdl.handle.net/10722/219892 | - |
dc.description.abstract | © 2015, © 2015 Taylor & Francis. Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to invent new instructional strategies/representations on the spot during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers’ subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers’ on-site PCK development are discussed. | - |
dc.language | eng | - |
dc.relation.ispartof | International Journal of Science Education | - |
dc.subject | Teaching new topics | - |
dc.subject | Reflection-in-action | - |
dc.subject | Polymerase chain reaction (PCR) | - |
dc.subject | Pedagogical content knowledge (PCK) | - |
dc.title | On-Site Pedagogical Content Knowledge Development | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/09500693.2015.1033777 | - |
dc.identifier.scopus | eid_2-s2.0-84929962558 | - |
dc.identifier.hkuros | 244790 | - |
dc.identifier.volume | 37 | - |
dc.identifier.issue | 8 | - |
dc.identifier.spage | 1246 | - |
dc.identifier.epage | 1278 | - |
dc.identifier.eissn | 1464-5289 | - |
dc.identifier.isi | WOS:000354931500005 | - |
dc.identifier.issnl | 0950-0693 | - |