PCK&Wiki_WaikatoUni_07-12-2011
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Transcript of PCK&Wiki_WaikatoUni_07-12-2011
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Supporting Online Supporting Online Teacher Collaboration Teacher Collaboration
Through Teacher FoliosThrough Teacher Folios
University of Waikato, 2011University of Waikato, 2011
Dermot Donnelly, Dr. Suzanne Boniface, & Dr. Anne Dermot Donnelly, Dr. Suzanne Boniface, & Dr. Anne HumeHume
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OverviewOverview
1.1. My background.My background.
2.2. Rationale for approach.Rationale for approach.
3.3. Relevant literature.Relevant literature.
4.4. Teacher Folio – CoRes & PaP-eRs.Teacher Folio – CoRes & PaP-eRs.
5.5. Supporting Folios through online Supporting Folios through online collaboration.collaboration.
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1. My background1. My background
Teacher ICT Integration Framework (Donnelly, McGarr & O’Reilly, 2011)Teacher ICT Integration Framework (Donnelly, McGarr & O’Reilly, 2011)
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2. Rationale for this project2. Rationale for this projectTeaching is more than
collecting resources/activities.
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2. Rationale2. Rationale
Content in Content in isolation of isolation of pedagogy.pedagogy.
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2. Rationale2. Rationale
Pedagogy in Pedagogy in isolation of isolation of
content.content. Example
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2. Rationale2. Rationale
Pedagogical Content Knowledge
(PCK)
Knowing how students learn and choosing activities
accordingly.
?
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2. Rationale - PCK2. Rationale - PCK
““Pedagogical content knowledge, Pedagogical content knowledge, that special amalgam of content and that special amalgam of content and pedagogy that is uniquely the pedagogy that is uniquely the province of teachers, their own province of teachers, their own special form of professional special form of professional understanding.” understanding.”
(Shulman, 1987, p.8)(Shulman, 1987, p.8)
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2. Rationale2. Rationale
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2. Rationale2. RationaleCommunity of Practice
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3. Literature - Issues with 3. Literature - Issues with PCKPCK
Some “scholars have tried to refine the Some “scholars have tried to refine the concept of PCK by modifying Shulman’s concept of PCK by modifying Shulman’s definition, but at the center of those definition, but at the center of those various definitions is the idea that the various definitions is the idea that the transformation of subject matter transformation of subject matter knowledge for the purposes of teaching is knowledge for the purposes of teaching is the heart of PCK.”the heart of PCK.”
(Park et al., 2011, p.248)(Park et al., 2011, p.248)
Need for the more explicit and coherent Need for the more explicit and coherent use of PCK. use of PCK.
(Abell, 2008)(Abell, 2008)
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Magnusson et al., 1999Magnusson et al., 1999
PCK consists of five components:PCK consists of five components: (a) orientations toward science teaching,(a) orientations toward science teaching, (b) knowledge of the curriculum,(b) knowledge of the curriculum, (c) knowledge of science assessment,(c) knowledge of science assessment, (d) knowledge of science learners, and (d) knowledge of science learners, and (e) knowledge of instructional strategies.(e) knowledge of instructional strategies.
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3. Literature - Wikis3. Literature - Wikis
A Wiki is “a system that allows one or A Wiki is “a system that allows one or more people to build up a corpus of more people to build up a corpus of knowledge in a set of interlinked web knowledge in a set of interlinked web pages, using a process of creating pages, using a process of creating and editing pages”and editing pages”
Franklin & Van Hermelen, 2007 Franklin & Van Hermelen, 2007
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3. Literature – Utility of 3. Literature – Utility of WikisWikis
Foster collaborative work.Foster collaborative work.(Romaneu & Geng, 2009)(Romaneu & Geng, 2009)
Provides democratic participation, Provides democratic participation, allows connections to broader allows connections to broader material, encourages personal material, encourages personal reflection, problem-solving and the reflection, problem-solving and the evolution of material through evolution of material through contributions.contributions.
(Sigala, 2007)(Sigala, 2007)
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Issues with WikisIssues with Wikis
““Not everyone needs a wiki. Not Not everyone needs a wiki. Not everyone wants a wiki. Not every everyone wants a wiki. Not every situation benefits from becoming an situation benefits from becoming an open discussion or collaboration open discussion or collaboration forum.”forum.”
Leaf & Cunningham, 2001, p.30Leaf & Cunningham, 2001, p.30
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Issues with WikisIssues with Wikis
1.1. Self-confidence (Personal Self-confidence (Personal Constraint)Constraint)
2.2. Ease of use (Technical Constraint)Ease of use (Technical Constraint)
3.3. Pressure from other courses Pressure from other courses (Educational Constraint)(Educational Constraint)
4.4. Total lack of interestTotal lack of interestCole, 2009, p.144 Cole, 2009, p.144
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4. Teacher Folios4. Teacher FoliosTwo parts:Two parts: Content Representation (CoRe)Content Representation (CoRe)
-Collective aspect-Collective aspect-Tentative PCK-Tentative PCK
Pedagogical and Professional-Pedagogical and Professional-experience Repertoires (PaP-eRs)experience Repertoires (PaP-eRs)
--Provides context to the CoreProvides context to the Core
-Individual aspect-Individual aspect
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CoRe and PaP-eRs designCoRe and PaP-eRs design
Original development – attempted to Original development – attempted to capture PCK and portray it to others in capture PCK and portray it to others in aiding their own development of PCK.aiding their own development of PCK.
(Loughran et al., 2001)(Loughran et al., 2001)
Contemporary use – use of CoRe for Contemporary use – use of CoRe for PCK development of novice teachers PCK development of novice teachers through ‘appropriate and timely through ‘appropriate and timely scaffolding’.scaffolding’.
(Hume & Berry, 2011, p.341)(Hume & Berry, 2011, p.341)
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PCK/CoRe designPCK/CoRe design
Other research focused on developing PCK Other research focused on developing PCK Bertram & Loughran, 2011 (Inservice teachers views on CoRes & PaP-Bertram & Loughran, 2011 (Inservice teachers views on CoRes & PaP-
eRs); eRs); Beyer & Davis, 2011 (Curriculum materials & PCK development); Beyer & Davis, 2011 (Curriculum materials & PCK development);
Falk, 2011 (Formative assessment & PCK); Falk, 2011 (Formative assessment & PCK); Friedrichsen et al., 2011 (Teaching orientations in science);Friedrichsen et al., 2011 (Teaching orientations in science);
Kind, 2009 (Preservice science teachers’ subject matter knowledge);Kind, 2009 (Preservice science teachers’ subject matter knowledge); Nilsson, 2008 (PCK of preservice elementary teachers);Nilsson, 2008 (PCK of preservice elementary teachers);
Nilsson & Loughran, 2011 (CoRes with preservice elementary teachers);Nilsson & Loughran, 2011 (CoRes with preservice elementary teachers); Rollnick et al., 2008 (CoRes with inservice teachers).Rollnick et al., 2008 (CoRes with inservice teachers).
Rohaan et al. (2009) critique the use of CoRe Rohaan et al. (2009) critique the use of CoRe design as being cost and labour intensive.design as being cost and labour intensive.
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5.Supporting Folios through 5.Supporting Folios through Online CollaborationOnline Collaboration
WikispacesWikispacesWebsite: nzteacherfolios.wikispaces.comWebsite: nzteacherfolios.wikispaces.com
For use with students: Myportfolio For use with students: Myportfolio schools (NZ based website)schools (NZ based website)http://myportfolio.ac.nz/http://myportfolio.ac.nz/ (Tertiary) (Tertiary)
http://myportfolio.school.nz/http://myportfolio.school.nz/ (Secondary) (Secondary)
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Concluding remarksConcluding remarks
Potential to more effectively support Potential to more effectively support teacher communities.teacher communities.
Resolve some practical issues of Resolve some practical issues of CoRe design.CoRe design.
Enhance teacher reflection and Enhance teacher reflection and practice.practice.
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Thank you for your timeThank you for your time
Go raibh maith agaibh.Go raibh maith agaibh.
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BibliographyBibliography
Abell, S. (2008) 'Twenty years later: Does pedagogical content Abell, S. (2008) 'Twenty years later: Does pedagogical content knowledge remain a useful idea?' knowledge remain a useful idea?' International Journal of Science International Journal of Science Education,Education, 30, 1405-1416. 30, 1405-1416.
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Donnelly, D., McGarr, O. and O'Reilly, J. (2011) 'A Framework for Donnelly, D., McGarr, O. and O'Reilly, J. (2011) 'A Framework for Teachers' Integration of ICT Into Their Classroom Practice', Teachers' Integration of ICT Into Their Classroom Practice', Computers Computers & Education,& Education, 57(2), 1469-1483. 57(2), 1469-1483.
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Falk, A. (2011) 'Teachers learning from professional development in Falk, A. (2011) 'Teachers learning from professional development in elementary science: Reciprocal relations between formative assessment elementary science: Reciprocal relations between formative assessment and pedagogical content knowledge', and pedagogical content knowledge', Science EducationScience Education, n/a-n/a., n/a-n/a.
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