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

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Presentation on theme: "FWF Antrag Arbeitstitel Stand Dez 2010 Exploring the resonance of the construct Pedagogical Content Knowledge in non-science subjects."— Presentation transcript:

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

2 Forschungs- AssistenInnen Daten FWF Finanzierung

3 Professionswissen

4 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 Ts professional knowledge

5 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)

6 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

7 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 ?

8 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.

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

10 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 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)?

11 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)


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