1 / 11

FWF Antrag Arbeitstitel Stand Dez 2010

FWF Antrag Arbeitstitel Stand Dez 2010. Exploring the resonance of the construct Pedagogical Content Knowledge in non-science subjects. Professionswissen.

tavon
Download Presentation

FWF Antrag Arbeitstitel Stand Dez 2010

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. FWF AntragArbeitstitelStand Dez 2010 Exploring the resonance of the construct Pedagogical Content Knowledgein non-science subjects

  2. Professionswissen

  3. A professional is capable not only of practicing and understanding is or her craft but of communicating the reasons for professional decisions and actions to others (Shulman 1986) PCK = a theory of T‘s professional knowledge

  4. In our view, the defining feature of pedagogical content knowledge is its conceptualization as the result of a transformation of knowledge from other domains. (Wilson, Shulman & Richert 1988)

  5. Components of PCK a. orientations toward X-teaching b. knowledge and beliefs abt X-curriculum c. k&b about students' understanding of specific X-topics d. k&b about instructional strategies for teachingX e. k&b about assessment in X

  6. Hypothesis PCK might be a viable umbrella that can provide a common conceptual framework for teacher education in different subjects, including differences. Research question How does PCK resonate with teacher educators in other subjects ?

  7. Research strategy • Take one version of PCK and see how much of it can be recognized, reconstructed from or mapped onto the data collected by the FPL so far. • Analyze: interviews, course descriptions (+other written documents of the FPL?), Delphi • Collate findings and compare with the chosen version of PCK but also with alternative taxonomies – it may turn out that another version provides a better fit.

  8. Ziele Theorieentwicklung für FPF Wien Weiterentwicklung des Konstrukts PCK auf Basis eines breiteren Fächerkanons

  9. all models share:  • representations & instructional strategies • students' difficulties, beliefs, misconceptions etc. • all but Shulman hs share additionally: • purposes/orientations/nature of science • curricular knowledge • 6 further parameters in the table; the most of these are incorporated into PCK by Veal&McKinster1999: da erhebt sichdie Frage: was ist nicht PCK? jedenfalls deckt sich das dann weitgehend mit 'Fachdidaktik' minus SMK • models based on Shulman's proposals: • Grossman 1990, Magnusson et al. 1990 • models that include SMK in PCK • Marks 1990, Fernandez-Balboa & TStiehl 1995, Koball,Gräber, Coleman,Kemp 1999: the latter ähnlich umfassed wie Veal&McKinster; basiert auf dt. Daten, daher wohl die tendenz alles was FD ist, in PCK einzubeziehen. • models drwaing on theoretical perspectives • psychological: Cochran et al 1993 • hierarchical: Veal & McKinster 1999 (seit wann ist hierarchical eine theoretische Position)?

  10. topic-specific knowledge (teaching the mole concept; teaching use of past tense) • discipline-specific knowledge (teaching biology is different from teaching chemistry;  teaching EFL different from German L1 or Russian L2) • general science PCK (knowing about inquiry teaching an learning; FL: knowing about LL theories and LT approaches)

More Related