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Pedagogical Content Knowledge in an Educational Context (PCK-EC)

, , University of Victoria, BC, Canada, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Record type: PROCEEDING

Abstract

To understand how we might improve the teaching of mathematics we must turn some of our attention toward the knowledge that teachers need to know for teaching. The Pedagogical Content Knowledge in an Educational Context (PCK-EC) model is proposed as a framework to support teachers, coaches and researchers in the examination of teacher knowledge within a specific context (school, topic) and with a particular focus. This framework combines the theoretical and practical aspects represented by five dimensions of teachers’ Attitudes and teachers’ knowledge (Subject matter, Technology, Learners’ cognition, Pedagogy) and supports it with an Educational Context that includes curricular, technological, social, cultural, and teaching - learning, contexts.

Citation

Pena-Morales, M.L. & Pelton, T. (2016). Pedagogical Content Knowledge in an Educational Context (PCK-EC). In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3023-3028). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2019 from .

Keywords

Presentation

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