Conceptualizing and describing teachers’ learning of pedagogical concepts
Tipo de documento
Autores
Lista de autores
González, María José y Gómez, Pedro
Resumen
In this paper, we propose a model to explore how teachers learn pedagogical concepts in teacher education programs that expect them to become competent in lesson planning. In this context, we view pedagogical concepts as conceptual and methodological tools that help teachers to design a lesson plan on a topic, implement this lesson plan and assess its results. Concepts such as the notions of learning goals, errors, conceptual structure, representation systems, resources, grouping, interaction or assessment strategies are examples of such pedagogical concepts. We propose a model that involves three types of knowledge of a pedagogical concept—theoretical, technical and practical—for describing teachers’ learning of it. The knowledge classification proposed by this model assumes that a teacher should know the theory about the pedagogical concept (theoretical knowledge), be able to use it for analysing the topic and producing information about it (technical knowledge), and be able to use this information for making decisions in the planning process (practical knowledge). We present examples of the development and enactment of those types of knowledge by a group of mathematics future teachers in a teacher education program we have worked on.
Fecha
2014
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Educación superior, formación de pregrado, formación de grado | Educación técnica, educación vocacional, formación profesional | Formación en posgrado
Idioma
Revisado por pares
Formato del archivo
Volumen
39
Número
12
Rango páginas (artículo)
13-30
ISSN
1835517X
Referencias
Adler, J., Ball, Deborah, Krainer, Konrad, Lin, Fou Lai, & Novotna, Jarmila. (2005). Reflections on an emerging field: researching mathematics teacher education. Educational Studies in Mathematics, 60(3), 359-381. Aristotle. (350 BC/1994). Nicomachean Ethics (W. D. Ross, Trans.). Cambridge, MA: Harvard University Press. Back, S. (2002). The Aristotelian challenge to teacher education. History of Intellectual Culture, 2(1), 2-4. Beijaard, Douwe, Korthagen, Fred, & Verloop, Nico. (2007). Understanding how teachers learn as a prerequisite for promoting teacher learning. Teachers and Teaching, 13(2), 105 - 108. Borasi, Raffaella. (1996). Reconceiving mathematics instruction: A focus on errors. Norwood, NJ: Ablex Publishing Corporation. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. Buitink, Jaap. (2009). What and how do student teachers learn during school-based teacher education. Teaching and Teacher Education, 25(1), 118-127. Carlgren, I. (1999). Professionalism and teachers as designers. Journal of Curriculum Studies, 31(1), 43-56. Carter, K. (1990). Teachers' knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291-310). New York: MacMillan. Cavanagh, M. S., & Garvey, T. (2012). A professional experience learning community for pre-service secondary mathematics teachers. Australian Journal of Teacher Education, 37(12), 57-65. Charalambous, C. Y. (2008). Mathematical knowledge for teaching and the unfolding of tasks in mathematics lessons: Integrating two lines of research. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano & A. Sepúlveda (Eds.), International Group for the Psychology of Mathematics Education (pp. 281-288). Morelia, México: PME. Flyvbjerg, B. (2006). Making organization research matter: power, values, and phronesis. In S. R. Clegg, C. Hardy, T. B. Lawrence & W. R. Nord (Eds.), The Sage handbook of organization studies (2nd edition ed., pp. 370- 387). Thousand Oaks, CA: Sage. Gess-Newsome, J, & Lederman, N. G. (Eds.). (2001). Examining Pedagogical Content Knowledge. The Construct and its Implications for Science Education. Dordrecht: Kluwer. Gómez, P., & González, M. J. (2013). Diseño de planes de formación de profesores de matemáticas basados en el análisis didáctico. In L. Rico, J. L. Lupiañez & M. Molina (Eds.), Análisis didáctico en Educación Matemática. Formación de profesores, innovación curricular y metodología de investigación (pp. 121- 139). Granada: Comares. Gómez, P., González, M. J., Rico, L., & Lupiáñez, J. L. (2008). Learning the notion of learning goal in an initial functional training program. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano & A. Sepúlveda (Eds.), Joint Meeting of the International Group for the Psychology of Mathematics Education (IGPME 32) and North American Chapter (PME-NA XXX) (Vol. 3, pp. 81-88). Morelia: Cinvestav- UMSNH. Hill, H. C. (2011). The nature and effects of middle school mathematics teacher learning experiences. Teachers College Record, 113(1), 205-234. Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal For Research in Mathematics Education, 39(4), 372-400. Hurrell, D. P. (2013). What teachers need to know to teach mathematics: an argument for a reconceptualised model. Australian Journal of Teacher Education, 38(11), 54-64. doi: 10.14221/ajte.2013v38n11.3 John, Peter D. (2006). Lesson planning and the student teacher: re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483 - 498. Kinsella, E. A., & Pitman, A. (Eds.). (2012). Phronesis as professional knowledge. Practical wisdom in the professions. Rotterdam, Holanda: Sense Publishers. Liljedahl, P., Chernoff, E., & Zazkis, R. (2007). Interweaving mathematics and pedagogy in task design: a tale of one task. Journal of Mathematics Teacher Education, 10(4-6), 239-249. Mezirow, Jack. (1981). A critical theory of adult learning and education. Adult Education Quarterly, 32(1), 3- 24. doi: 10.1177/074171368103200101 Orton, Robert E. (1997). Toward an Aristotelian model of teacher reasoning. Journal of Curriculum Studies, 29(5), 569-584. Putnam, R. P., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. Rico, L., Castro, E., Castro, E., Coriat, M., Marín, A., Puig, L., . . . Socas, M. (1997). La Educación Matemática en la enseñanza secundaria. Barcelona: ice - Horsori. Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers' mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255-281. Sánchez, Mario. (2011). A review of research trends in mathematics teacher education. PNA, 5(4), 129-145. Saugstad, T. (2005). Aristotle's contribution to scholastic and non-scholastic learning theories. Pedagogy, Culture & Society, 13(3), 347-366. Sherin, Miriam Gamoran, & Drake, Corey. (2009). Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467-500. Shulman, L.S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4- 14. Shulman, L.S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-22. Simon, M. (2008). The challenge of mathematics teacher education in an era of mathematics education reform. In B. Jaworski & T. Wood (Eds.), The International Handbook of Mathematics Teacher Education (Vol. 4, pp. 17-29). Rotterdam: Sense Publisers. Sternberg, Robert J. (1985). Implicit theories of intelligence, creativity, and wisdom. Journal of personality and social psychology, 49(3), 607-627. doi: doi:10.1037/0022-3514.49.3.607 Xu, Yuzhen. (2009). School-based teacher development through a school-university collaborative project: a case study of a recent initiative in China. Journal of Curriculum Studies, 41(1), 49-66. Zazkis, R., Liljedahl, P., & Sinclair, N. (2009). Lesson plays: Planning teaching versus teaching planning. For the Learning of Mathematics, 29(1), 40-47.