Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how these domains interact is lacking. Insights into the interaction of teacher knowledge domains could be useful for teacher training. In this study, the hypothesised relations between different domains of teacher knowledge for technology education in primary schools were empirically investigated. Subject matter knowledge, pedagogical content knowledge, attitude, and self-efficacy were measured with tests and questionnaires. Results from a path analysis showed that subject matter knowledge is an important prerequisite for both pedagogical content knowledge and self-efficacy. Subsequently, teachers' self-efficacy was found to have a strong influence on teachers' attitude towards technology. Based on the findings in this study, it is recommended that teacher training should first of all focus on the development of teachers' subject matter knowledge and pedagogical content knowledge. This knowledge will positively affect teachers' confidence in teaching and, in turn, their attitude towards the subject. More confidence in technology teaching and a more positive attitude are expected to increase the frequency of technology education, which consequently increases teaching experience and thereby stimulates the development of teachers' pedagogical content knowledge. This circle of positive reinforcement will eventually contribute to the quality of technology education in primary schools.
LINK
Situated learning plays a key role in internships and other practice-based learning settings in teacher education. The dominant assumption for a long time has been that the development of teaching competency is advanced most through practical teaching experience and post-lesson conferences between mentor and student teachers. It is through the reflection of teaching and classroom processes that student teachers are believed to develop their professional knowledge. The assistance of such reflection draws on mentor teachers’ teaching expertise. Mentor teachers, however, rarely explicate practical and theory-based knowledge underlying their practice and student teachers are not inclined to search for their mentor teacher’s underlying knowledge. As a consequence, the knowledge underlying effective teaching often remains implicit. The symposium brings together three novel approaches to assist teacher learning, which aim to make knowledge of teaching explicit. To bridge the gap between mentor and student teachers’ instructional concepts, the method of videobased tagging as a pre-requisite to initiate and structure professional dialogue is suggested and researched by van den Bogert, Crasborn, Bruggen and Eindhoven in The Netherlands. The second study by Staub, Waldis, Schatzmann and Futter investigates effects of an intervention with mentor teachers in Switzerland, suggesting the enactment of pre-lesson conferences and/or the use of a core concepts for lesson planning and reflection. A third study involving Germany and Switzerland by Kreis, Schnebel, Wyss, Wagner and Deiringer researches student teachers’ knowledge, beliefs and experiences related to collaborative lesson planning with peers. The shared assumption is that all three approaches enhance explicit communication on teaching and encourage professional dialogues that contribute to teacher learning in significant ways. Eliciting mentor and pre-service teachers’ practical knowledge using teacher-tagged classroom situations Bogert van den, Crasborn, Bruggen van & Jochems) Objectives The present study has a twofold objective. First, elicitation of mentor and pre-service teachers’ conceptualizations of videotaped classroom situations to clarify similarities and differences between practical knowledge of experienced and novice teachers. Second, exploration of ‘collaborative tagging’ as a new method to access mentors and pre-service teachers’ practical knowledge. Theoretical framework Teachers’ practical knowledge underlies overt teaching behavior, and is personal, unique, often tacit, and intertwined with teaching actions (Meijer, Verloop, & Beijaard, 2002). The ability to notice and interpret what is happening in a classroom is a basic aspect of teachers’ practical knowledge (Goodwin, 1994). Experienced teachers are more proficient in this essential perceptional process than novice teachers (Berliner, 2001; Sabers, Cushing, & Berliner, 1991). Consequently, proficient teachers may facilitate the professional development of novices. However, mentor teachers rarely explicate practical knowledge underlying their teaching practice (Edwards & Protheroe, 2004), and most pre-service teachers are not inclined to search for their mentor teacher’s practical knowledge (Penny, Harley, & Jessop, 1996). Hence, in this study we explored ‘collaborative tagging’ (Mika, 2005): a method where many people independently attach keywords called tags to e.g. videos, for categorization and fast future retrieval. Collaborative tagging has gained popularity since 2004 (Hammond, Hannay, Lund, & Scott, 2005), indicating the willingness and ease with which this activity is undertaken. In other studies (Cattuto, Benz, Hotho, & Stumme, 2008; Mika, 2005) network analysis of the co-occurrence of tags revealed the semantic relationships between the tags; a bottom-up taxonomy, or a so called folksonomy (Vander Wal, 2004). In this study, collaborative tagging was applied to explore the structure of teachers’ knowledge and compare conscious aspects of mentor and pre-service teachers’ practical knowledge. The main research questions were: • Which concepts do mentor- and pre-service teachers use to tag videotaped classroom situations? • To what extent do the generated tags and the relations between them differ between mentor- and pre-service teachers? • To what extent is collaborative tagging is helpful in gaining access to conscious aspects of mentors and pre-service teachers’ practical knowledge? Method Participants were 100 mentor-teachers and 100 pre-service teachers. The participants each ‘tagged” five video-fragments of different classroom situations. Data were analyzed with UCINET software as proposed by Mika (2005). Co-occurrences of tags were computed. Familiar measures of social network analysis (e.g. clustering coefficients, and (local) betweenness centrality) were used to describe each folksonomy, and to compare pre-service and mentor teachers’ networks of tags. Results and significance The study established that tagging is a promising new method to elicit teachers’ practical knowledge. The resulting folksonomies clarified similarities and differences between mentors’ and pre-service teachers’ practical knowledge. Results indicate that experienced teachers use more detailed and specific tags than pre-service teachers. This method makes a significant contribution to the methodology of the study of teachers’ practical knowledge. Folksonomies not only elicit individual teachers’ practical knowledge but enable researchers to discern common element’s in teachers’ practical knowledge. Moreover, in teacher education, folksonomies are helpful to initiate and structure professional dialogue between pre-service and mentor teachers.
DOCUMENT
This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students’ desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators do not view their students as having significant knowledge about geography. They believe their students have better syntactic knowledge and beliefs about the subject of geography, however. Teacher educators believe that more hours of teaching and more attention to subject knowledge could raise the quality of primary teacher training in geography. Artikel is te lezen middels aankooplink: http://www.tandfonline.com/doi/pdf/10.1080/10382046.2014.967110#.VNDEHVRgXcs
DOCUMENT
In this AERA Division K symposium, 18 researchers from 7 different countries (China, New Zealand, France, Australia, Netherlands, Spain, and Canada) are brought together. The symposium provides the opportunity to engage and interact with international research efforts focussing on 'practicum pedagogies,' and in particular, mentoring in practicum settings. You will learn about the similarities and differences that motivate and challenge teacher educators from across the world for whom the principal concern is the quality of the field experience for both the student teachers and their practicum mentors. As one of the contributions, the tagging study has a twofold objective. First, elicitation of mentor and pre-service teachers' conceptualizations of videotaped classroom situations to clarify similarities and differences between practical knowledge of experienced and novice teachers. Second, exploration of 'collaborative tagging' as a new method to access mentors and pre-service teachers' practical knowledge.
DOCUMENT
Mathematics teacher educators in primary teacher education need expert knowledge and skills in teaching in primary school, in subject matter and research. Most starting mathematics teacher educators possess only part of this knowledge and skills. A professional development trajectory for this group is developed and tested, where a design based research is used to evaluate the design. This paper describes the professional development trajectory and design. We conclude that the professional development design should focus on mathematical knowledge for teaching, should refer to both teacher education and primary education, should offer opportunities for cooperative learning, and need to use practice based research as a developmental tool.
DOCUMENT
This paper describes teacher educators’ understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students’ language use and provide better support for knowledge construction. Personal practical knowledge originates from teachers’ professional practice and is based on their past experience, current awareness and future expectation. Data from focus group interviews with teacher educators (N = 35) were used for content analysis. Findings demonstrate an emerging conceptualization resulting in two language modalities of personal practical knowledge, speci ed as: ‘language-sensitive and interpersonally oriented’ and ‘language-focused and pedagogically oriented.’The insights contribute to building a professional practical knowledge base of language and communication-oriented teaching.
DOCUMENT
School-university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can enhance teachers' professional knowledge development, and can benefit both schools and university. This paper reports on 21 participants of a school-university research network embedded in a Master's program. The main question was: which aspects of a school-university research network play a role in processes of developing, sharing and using knowledge based on research by Master's students? 15 network aspects were distinguished, which together provide a useful framework for better understanding and further study of knowledge processes in school-university research networks.
LINK
Research conducted by Henk van den Hurk shows that teachers’ knowledge of effective instructional behaviour is of limited influence on their actual performance in daily teaching. Observing teachers within their own educational practice and the subsequent feedback in teacher training college, however, has shown to be effective in improving teacher instructional practice. Van den Hurk studied the effects of the application of a cyclic model for data-feedback in initial teacher training as well as in a master course for teachers. In the applied model, teachers are observed with standardised observational instruments, while teaching their own classes. Back in teacher training college they are supported in formulating specific points of improvement for their own instructional behaviour. Subsequently, in their own classroom, the students practice the skills they further have to develop. After a short while another classroom observation is scheduled. The use of this model has proven to lead to a substantial improvement of teacher instructional behaviour. It is remarkable that advances in the quality of teacher instructional behaviour are reached in a limited time-span of only several weeks.
LINK
In 2020 hebben drie docentonderzoekers (Irene de Kleyn, Mariska Dinkelman en Marleen IJzerman) vanuit het lectoraat Meertaligheid en Onderwijs een inventarisatieonderzoek opgezet en uitgevoerd onder een representatieve afvaardiging van lerarenopleiders en studenten van de internationale varianten van de lerarenopleidingen Duits, Engels, Frans en Spaans van Instituut Archimedes (IA) die zijn gebundeld onder “Teacher Education” (TeacherEd). Het onderzoek had als doel inzicht te krijgen in de rol/plek van meertaligheid als leermiddel, leerdoel en context in de verschillende curricula van de TeacherEd.
DOCUMENT
This literature review reports on the assumed relations between primary school teachers' knowledge of technology and pupils' attitude towards technology. In order to find relevant aspects of technology-specific teacher knowledge, scientific literature in the field of primary technology education was searched. It is found that teacher nowledge is essential for stimulating a positive attitude towards technology in pupils. Particularly, teachers' enhanced Pedagogical Content Knowledge is found to be related to pupils' increased learning and interest in technology. Six aspects of technology-specific teacher knowledge that are likely to play a role in affecting pupils' attitude are identified and schematically presented in a hypothetical diagram. It is concluded that more empirical vidence on the influence of technology-specific teacher knowledge on pupils' attitude is needed. The hypothetical diagram will serve as a helpful tool to investigate the assumed relations between teacher knowledge and pupils' attitude empirically.
LINK
