The recent groundswell of interest in computer science education across many countries has created a pressing need for computing teachers at the secondary level. To satisfy this demand, some educational systems are drawing from their pool of in-service teachers
trained in other disciplines. While these transitioning teachers can learn about computing pedagogy and subject matter at professional learning workshops, daily teaching experiences will also be a source of their learning. We studied a co-teaching program
where instructional responsibilities were distributed between teachers and volunteers from the tech industry to explore how specific teaching practices supported teacher learning, with a focus on pedagogical content knowledge (PCK). Through qualitative analysis
of questionnaire and interview data gathered from three teachers during one school year, we identified the practices they engaged in and how their learning related to the enactment of those practices. Our results highlight several factors that influenced the ways in which teaching practices provided participants with opportunities to learn PCK: (a) active participation of students and volunteers; (b) teacher’s level of content knowledge; (c) interdependent practices; and (d) immediacy of the classroom environment.
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Survey of preservice teachers’ pedagogical content knowledge for students’ multiplicative reasoning
Multiplication and division are vital topics in upper level elementary school. A teacher’s
pedagogical content knowledge (PCK) influences both instruction and students’ learning. However,
there is currently little research examining teachers’ PCK within this domain, particularly regarding
professional education of future teachers. To help address this need, the present paper presents an
initial validity argument for a survey of preservice teacher’s PCK for multiplication and division.
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- Award ID(s):
- 1908159
- PAR ID:
- 10274515
- Editor(s):
- Sacristán, A.I.
- Date Published:
- Journal Name:
- Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
- Volume:
- 42
- Page Range / eLocation ID:
- 764 to 771
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.51272/pmena.42.2020-118
