• Title/Summary/Keyword: PCK 신장

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Exploration of Teaching Elements on Pedagogical Content Knowledge(PCK) for Teaching Professional Growth (교수 전문성 신장을 위한 내용 교수 지식(PCK) 관련 교수활동 요소의 탐색)

  • Won, Hyo-Heon
    • Journal of Fisheries and Marine Sciences Education
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    • v.22 no.2
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    • pp.231-244
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    • 2010
  • The purpose of this study is to explore domains and elements of pedagogical content knowledge(PCK) for effective teaching in secondary schools. The value of PCK lies essentially in its relation with specific topics. Teachers' PCK becomes through making explicit the nature of their pedagogical reasoning and the associated decision making within the context of teaching content. This study propose the process of PCK research and development. The theoretical definition of PCK, basic directions of PCK development were discussed. This research provides teachers with an opportunity to think about what is important in the teaching of a topic and why and to consider possibilities for future development.

The Research on Pedagogical Content Knowledge in Mathematics Teaching (수학과 내용 교수 지식(PCK)의 범주화 - 세 명 교사의 사례를 중심으로-)

  • Choe, Seung-Hyun;Hwang, Hye-Jeang
    • School Mathematics
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    • v.10 no.4
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    • pp.489-514
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    • 2008
  • Since 2005 KICE - TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

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Comparative Analysis of Teachers' PCK and Their Educational Practice about Fraction (분수에 대한 교사의 PCK와 수업 실제의 비교 분석)

  • Kim, Bo-Min;Ryu, Sung-Rim
    • School Mathematics
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    • v.13 no.4
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    • pp.675-696
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    • 2011
  • This study was designed to understand PCK to improve professionalism of teachers and derive implications about proper teachings methods. For achieving these research purposes, different PCK and teaching methods in class of three teachers were compared and analyzed targeting arithmetic operation unit of fraction. For this study, criteria of PCK analysis of teachers was set, PCK questionnaires were produced and distributed, teachers had interviews, PCK of teachers were analyzed, two times fraction class was observed and analyzed, and PCK of teachers and their classes were compared. Followings are results to analyze PCK of teachers about fraction. In relation to PCK of three teachers, first of all, A teacher accurately understood concepts of fraction and learners' errors that may occur when they study fraction. Also, he(she) proposed concrete teaching strategies for fraction based on manipulated materials. B teacher also understood concepts of fraction and learners' errors accurately too. On the other hand, C teacher laid stress on knowledge to stress principles and taught that they are bases for every class. These results mean that self-training and inservice- training should be efficiently upgraded to improve PCK of teachers.

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Development and Implementation of the Practicum-affiliated Coursework for Enhancement of Pre-service Chemistry Teachers' PCK (예비화학교사의 PCK 신장을 위한 교육실습 연계 교과목의 실러버스 개발 및 적용)

  • Jang, Hyo-Soon;Choi, Byung-Soon
    • Journal of the Korean Chemical Society
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    • v.58 no.3
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    • pp.313-323
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    • 2014
  • The purpose this research was to develop the practicum-affiliated coursework for pre-service chemistry teachers to enhance their instructional professionalism. The researchers developed the syllabus and the materials of the practicum-affiliated coursework and opened the class 'Practice of Chemistry Lesson' for the pre-service chemistry teachers who were expected to participate in the practicum. Semi-constructed individual interviews revealed that pre-service chemistry teachers thought the developed coursework, which linked science education theory and practice, helped them to develop educational connoisseurship about good science class and to be prepared practically to the practicum, and as the result, they could enhance their teaching ability. The result identified that the reconstruction of the practicum experience through the process of 5 steps of the curriculum could develop the instructional professionalism of pre-service chemistry teachers.

An Analysis of the PCK of Teachers and Their Educational Practice about Division of Decimals (소수 나눗셈에 대한 교사의 PCK와 실제 수업의 분석)

  • Kim, Bang-Jin;Ryu, Sung-Rim
    • Journal of Elementary Mathematics Education in Korea
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    • v.15 no.3
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    • pp.533-557
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    • 2011
  • The purpose of this study was to understand PCK to improve professionalism of teachers and derive implications about proper teachings methods. For achieving these research purposes, different PCK and teaching methods in class of three teachers(A, B, C) were compared and analyzed targeting division of decimals for 6th grade. For this study, criteria of PCK analysis of teachers was set, PCK questionnaires were produced and distributed, teachers had interviews, PCK of teachers were analyzed, division of decimals class for 6th grade was observed and analyzed, and PCK of teachers and their classes were compared. The implications deriving from comparative analyzing PCK and classes are as follows. First of all, there was a close relation between PCK and classes, leading to a need for efforts of increasing PCK of teachers in every field in order to realize effective classes. Secondly, self study and in-service training are needed to enhance PCK of teachers. Thirdly, more of expertises and materials have to be provided on the instruction manual for teachers.

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The Research on Pedagogical Content Knowledge(PCK) Focused on Instructional Consulting for Secondary Beginning Teachers (내용교수지식(PCK)에 기초한 수업컨설팅에 관한 연구)

  • Choe, Seung-Hyun;Hwang, Hye-Jeang
    • Journal of the Korean School Mathematics Society
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    • v.12 no.1
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    • pp.27-45
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    • 2009
  • Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005 KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK The goal of this research was to (1) explore the in light meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

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Comparison of Pre- and In-service Elementary School Teachers' PCK about Questioning in Mathematics Class (수학적 발문에 대한 초등학교 예비교사와 현직교사의 PCK 비교)

  • Cho, Noorieh;Paik, Suckyoon
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.1
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    • pp.39-65
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    • 2013
  • This study intended to draw some suggests for the development of mathematics teachers' expertise through the comparison research of pre-service and in-service teachers' PCK about questioning in elementary mathematics class. For this purpose, questionnaire survey was conducted to some pre-service and in-service teachers about the PCK concerning the way how questioning during mathematics class. This survey revealed the following implications. First, from the perspective of mathematics classroom, it is still more important the practical knowledge about how to teach which is evolutionally developed passing through the experience and currier of teaching than theoretical knowledge itself. Comparing the teachers' PCK about the two related knowledge types of mathematics contents, in case of procedural knowledge related PCK it was more asked of teachers' expertise than the case of conceptual knowledge related PCK. Thirdly, in case of learners' incorrect answer, for the desirable teaching it should be a questioning focused on whether there being or not the systematic among the learners' incorrect answer, and in case of appreciating the learners' understanding about the presently taught contents the questioning should be constructed considering the relevant contents early learned.

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The Research on Pedagogical Content Knowledge in Mathematics Teaching (수학과 내용 교수 지식(PCK)의 의미 및 분석틀 개발에 관한 연구)

  • Choe, Seung-Hyun;Hwang, Hye-Jeang
    • Journal of the Korean School Mathematics Society
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    • v.11 no.4
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    • pp.569-593
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    • 2008
  • Since 2005 KICE-TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

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An Exploration of the Associations between the Features of Science Performance Assessments and PCK during High School Integrated Science Lessons (고등학교 통합과학 수행평가 사례를 통해 탐색한 교사의 수행평가 실천 특성과 PCK 사이의 관련성)

  • Kang, Nam-Hwa;Kim, Minji
    • Journal of The Korean Association For Science Education
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    • v.40 no.3
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    • pp.291-305
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    • 2020
  • The purpose of this study is to examine whether and how the features of performance assessments implemented during integrated science classes are related to teachers' PCK. We observed and video recorded four high school teachers' performance assessment practices, interviewed them, and surveyed their PCK. An analysis of the data shows that the teachers' performance assessment practices differed in terms of assessment of process, diagnosis of student learning progress, feedback, degree of classroom interactions, and use of assessment criteria. In particular, the opportunities for students to participate in assessment actively and use of assessment for learning varied across teachers. Also, relational patterns among science teaching orientations, PCK and performance assessment practices were found. When a teacher aimed at teaching for both academic learning and scientific literacy, sophisticated PCK was shown and assessment practices were complex accordingly. When scientific literacy was emphasized PCK highlighted experiential learning and assessments were not clearly distinguished from learning activities. In contrast, when academic achievement was emphasized traditional teaching strategies and assessments were highlighted. Based on these findings a number of topics for professional development are suggested including strategies for students' active engagement in assessment, use and development of specific assessment criteria, strategies for assessing performance qualities, and intuitive assessment competency development. Further research topics are also suggested.

The Influence of Paired Think-Aloud Problem Solving on Interactions among PCK Components Considered in the Processes of Making Written Test Items by Pre-Service Chemistry Teachers (해결자·청취자 활동이 예비 화학교사의 지필평가 문항 제작 과정에서 고려된 교과교육학 지식(PCK) 구성 요소 사이의 상호작용에 미치는 영향)

  • Park, Jaesung;Kang, Hunsik;Han, JaeYoung
    • Journal of The Korean Association For Science Education
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    • v.37 no.3
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    • pp.429-440
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    • 2017
  • This study investigated the influence of paired think-aloud problem solving on interactions among the pedagogical content knowledge (PCK) components considered in the processes of making written test items by pre-service chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that the 'assessment in science education' of the five PCK components, regardless of the roles (solver or listener), was most frequently used in making written test items. 'Subject matter knowledge' and 'students' were also frequently used although less than the previous component. However, 'curriculum for science education' and 'instructional strategies and instruction for science education' was a little used. In the aspects of integration, the integrations between two or three components of various types were frequently found. The integrations among four or five components were also slightly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were hardly found. The usefulness, limitations, and effective use of paired think-aloud problem solving as a strategy improving competency to make written test items and the PCK of pre-service teachers were discussed on the basis of the results.