ERIC Number: EJ1028804
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: N/A
Teachers' Reflections on Their Subject Matter Knowledge Structures and Their Influence on Classroom Practice
Bartos, Stephen A.; Lederman, Norman G.; Lederman, Judith S.
School Science and Mathematics, v114 n3 p125-138 Mar 2014
Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not necessarily translated into classroom practice, for either novice or more experienced classroom teachers. A means to facilitate the translation of teachers' SMKSs into practice would ensure that those desired characteristics of experts' subject matter knowledge manifest themselves in teachers' classroom practice. Four experienced physics teachers diagrammed their SMKSs, which were then compared to those inferred from their classroom practice. Prior to instruction, two teachers, as part of the explicit-reflective treatment, were asked to reflect at multiple time points on congruence between their SMKSs and classroom practice focusing on the presence of essential concepts, interconnections, and overarching thematic elements. No discernible difference was apparent between control and treatment groups, as teachers from both groups showed a high-degree of congruence between inferred and diagrammed SMKSs. Results further substantiate the challenges in identifying a means for both developing and facilitating the enactment of coherent, connected, and dynamic SMKSs or, in effect, accelerating teachers' pedagogical content knowledge.
Descriptors: Pedagogical Content Knowledge, Science Teachers, Physics, Knowledge Base for Teaching, Experienced Teachers, Reflection, Teaching Methods, Classroom Techniques, Comparative Analysis, Control Groups, Experimental Groups, Science Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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