Investigating Pedagogical Content Knowledge-in-Action

Autor/inn/en	Taylan, Rukiye Didem; da Ponte, João Pedro
Titel	Investigating Pedagogical Content Knowledge-in-Action
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 5 (2016) 3, S.212-234 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3621
Schlagwörter	Pedagogical Content Knowledge; Mathematics Instruction; Mathematics Education; Mathematics Teachers; Fractions; Teaching Methods; College School Cooperation; Partnerships in Education; Grade 5; Elementary School Mathematics; Interaction; Video Technology; Educational Strategies; Professional Development; Foreign Countries; Mathematics Curriculum; Misconceptions; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Bruchrechnung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulpartnerschaft; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Interaktion; Lehrstrategie; Ausland; Missverständnis; Türkei
Abstract	This article investigates the pedagogical content knowledge (PCK) of a teacher educator who teaches 5th-grade mathematics in a school in the context of a university-school partnership project. PCK is analyzed in a qualitative way through video-taped classroom episodes with focus on interactions between the teacher and the students as well as the teacher's reflections and pedagogical reasoning on the interactions. The analyses indicate examples of PCK development during teaching, especially refinement in the domain of knowledge of instructional strategies and representations. This knowledge improved as a result of reflection on student questioning and analysis of students' misconceptions. Different roles of being teacher, teacher educator, and researcher afforded opportunities to gain insights on how to develop knowledge required for teaching and analyze it in order to facilitate future teachers' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01