DOI QR코드

DOI QR Code

Teacher Efficacy as an Affective Affiliate of Pedagogical Content Knowledge

  • Park, Soon-Hye (Department of Teaching and Learning, University of Iowa)
  • Published : 2007.11.30

Abstract

Whether This paper argues that teacher efficacy is an affective affiliate of pedagogical content knowledge (PCK) based on empirical data of a study on the nature and construct of PCK. This study was a collective case study utilizing qualitative research methods. The participants of the study were three high school science teachers in the U.S. Data was collected from multiple sources such as classroom observation, interviews, teachers' written reflection, students' work samples, and researchers' field notes. Data was analyzed using the "In-depth Analysis of Explicit PCK" developed by the author. Data analysis indicated that teacher efficacy played a critical role in developing PCK by facilitating the movement from PCK to the enactment of PCK.

Keywords

References

  1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215 https://doi.org/10.1037/0033-295X.84.2.191
  2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice-Hall
  3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company
  4. Baxter, J. A., & Lederman, N. G. (1999). Assessment and measurement of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp.147-161). Dordrecht, Netherlands: Kluwer Academic Publishers
  5. Berman, P., McLaughlin, W., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting, educational change (Vol. VIII): Factors affecting implementation and continuation. Santa Monica, CA: Rand Corporation
  6. Borko, H., & Putnam, R. T. (1996). Learning to teach. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan
  7. Cousins, J.B., & Walker, C.A. (2000). Predictors of educators' valuing of systematic inquiry in schools. Canadian Journal of Program Evaluation, Special Issue, 25-53
  8. Clermont, C. P., Krajcik, J. S., & Borko, H. (1993). The influence of an intensive in service workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 29, 471-485
  9. Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowledge: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272 https://doi.org/10.1177/0022487193044004004
  10. Emmer, E.T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational & Psychological Measurement, 51, 755 -765 https://doi.org/10.1177/0013164491513027
  11. Enochs, L.G., & Riggs, I.M. (1990). Further development of an elementary science teaching efficacy beliefs instrument: a preservice elementary scale. School Science and Mathematics, 90, 695-706
  12. Fernandez-Balboa, J. M., & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching and Teacher Education, 11(3), 293-306 https://doi.org/10.1016/0742-051X(94)00030-A
  13. Geddis, A. N., Onslow, B., Beynon, C., & Oesch, J. (1993). Transforming content knowledge: Learning to teach about isotopes. Science Education, 77(6), 575-591 https://doi.org/10.1002/sce.3730770603
  14. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582 https://doi.org/10.1037/0022-0663.76.4.569
  15. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press
  16. Guskey, T. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69 https://doi.org/10.1016/0742-051X(88)90025-X
  17. Hashweh, M. Z. (2005). Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11(3), 273-292 https://doi.org/10.1080/13450600500105502
  18. Hoy, W.K., & Woolfolk, A.E. (1993). Teachers' sense of efficacy and the organizational health of schools. Elementary School Journal, 93, 355-372 https://doi.org/10.1086/461729
  19. Kagan, D. M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks Principle. Review of Educational Research, 60(3), 419-469 https://doi.org/10.3102/00346543060003419
  20. Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90 https://doi.org/10.1207/s15326985ep2701_6
  21. Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and developing science teachers' pedagogical content knowledge. Rotterdam: Sense Publishers
  22. Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391 https://doi.org/10.1002/tea.20007
  23. Magnusson, S., Krajcik, L., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Dordrecht, Netherlands: Kluwer Academic Publishers
  24. Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41, 3-11
  25. McLaughlin, M.W., & Marsh, D.D. (1978). Staff development and school change. Teachers College Record, 80, 70-94
  26. Minke, K.M., Bear, G.G., Deemer, S.A., & Griffin, S.M. (1996). Teachers' experiences with inclusive classrooms: Implications for special education reform. Journal of Special Education, 30, 152-186 https://doi.org/10.1177/002246699603000203
  27. Morine-Dershimer, G., Kent, T. (1999). The complex nature and sources of teachers' pedagogical knowledge. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 21-50). Dordrecht, The Netherlands: Kluwer Academic Publischers
  28. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328 https://doi.org/10.1080/0022027870190403
  29. Park, S. (2005). A study of PCK of science teachers for gifted secondary students going through the National Board certification process. Unpublished doctoral dissertation, University of Georgia, Athens
  30. Park, S., & Oliver, J. S. (in press). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education
  31. Pajares, F. (1992). Teachers beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332 https://doi.org/10.3102/00346543062003307
  32. Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150-167 https://doi.org/10.2307/2112680
  33. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Macmillan
  34. Ross, J.A. (1994). The impact of an inservice to promote cooperative learning on the stability of teacher efficacy. Teaching & Teacher Education, 10, 381-394 https://doi.org/10.1016/0742-051X(94)90020-5
  35. Ross, J. A. (1995). Strategies for enhancing teachers' beliefs in their effectiveness: Research on a school improvement hypothesis. Teachers College Record, 97, 227-251
  36. Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385-400 https://doi.org/10.1016/0742-051X(95)00046-M
  37. Seidman, I. (1998). Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences (2nd ed.). New York: Teachers College Press
  38. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14
  39. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22 https://doi.org/10.17763/haer.57.1.j463w79r56455411
  40. Smith, D. C., & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5, 1-20 https://doi.org/10.1016/0742-051X(89)90015-2
  41. Stake, R. E. (2000). Case studies. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435-454). Thousand Oaks, CA: Sage
  42. Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171-187 https://doi.org/10.1016/0742-051X(88)90016-9
  43. Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99-110 https://doi.org/10.1016/0742-051X(88)90011-X
  44. Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers' predictions of student success. Teaching and Teacher Education, 21, 299-314 https://doi.org/10.1016/j.tate.2005.01.003
  45. Van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673-695 https://doi.org/10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
  46. Wilson, S. M., Shulman, L. S., & Richert, E. R. (1987). '150 different ways' of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-124). New York: Taylor and Francis
  47. Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148 https://doi.org/10.1016/0742-051X(90)90031-Y