Epistemic Habits: Primary School Teachers' Development of Pedagogical Content Knowledge (PCK) in a Design-Based Research Project

Autor/inn/en	Hultén, Magnus; Björkholm, Eva
Titel	Epistemic Habits: Primary School Teachers' Development of Pedagogical Content Knowledge (PCK) in a Design-Based Research Project
Quelle	In: International Journal of Technology and Design Education, 26 (2016) 3, S.335-351 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-015-9320-5
Schlagwörter	Design; Elementary School Teachers; Pedagogical Content Knowledge; Epistemology; Research Projects; Technology Education; Grade 1; Faculty Development; Teaching Methods; Instructional Design + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Erkenntnistheorie; Forschungsvorhaben; Technisch-naturwissenschaftlicher Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Generalist primary school teachers often have little or no training in school subjects such as science and technology. Not surprisingly, several studies show that they often experience difficulties when teaching these subjects, in fact some primary teachers even avoid teaching them. The over all aim of this study is to contribute to new theoretical and methodological tools for the study of how teachers develop knowledge for teaching, i.e. pedagogical content knowledge (PCK). And based on this, elaborate on implications for the professional development of primary school teachers. The teachers in the study participated in a design-based research project concerning technology education in Grade 1. We were especially interested in whether the teachers displayed any habits that contributed to the development of their personal PCK. We found three significant patterns in how the teachers, together with the researcher, developed knowledge of how to teach a specific topic in technology. We argue that these patterns tell us something about the teachers' epistemic habits in relation to the teaching of technology. The existence of these habits could help to explain how teachers with little or no experience of teaching a subject can develop relevant PCK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01