pck&wiki_waikatouni_07-12-2011

[email protected]@gmail.com

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


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.


1. My background1. My background

https://www.chemcollective.org/vlab


1. My background1. My background

Teacher ICT Integration Framework (Donnelly, McGarr & O’Reilly, 2011)Teacher ICT Integration Framework (Donnelly, McGarr & O’Reilly, 2011)


2. Rationale for this project2. Rationale for this projectTeaching is more than

collecting resources/activities.


2. Rationale2. Rationale

Content in Content in isolation of isolation of pedagogy.pedagogy.



Pedagogy in Pedagogy in isolation of isolation of

content.content. Example

http://www.youtube.com/watch?v=YokKp3pwVFc



Pedagogical Content Knowledge

(PCK)

Knowing how students learn and choosing activities

accordingly.

?


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)



Necessity of a shared space.


2. Rationale2. RationaleCommunity of Practice


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)


Various Conceptualisations of PCK

(Lee & Luft, 2008)


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.


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


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)


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


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


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


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)


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.


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)

http://myportfolio.ac.nz/

http://myportfolio.school.nz/


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.


Thank you for your timeThank you for your time

Go raibh maith agaibh.Go raibh maith agaibh.


BibliographyBibliography

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Bertram, A. and Loughran, J. (2011) 'Science teachers' views on CoRes Bertram, A. and Loughran, J. (2011) 'Science teachers' views on CoRes and PaP-eRs as a framework for articulating and developing and PaP-eRs as a framework for articulating and developing pedagogical content knowledge', pedagogical content knowledge', Research in Science EducationResearch in Science Education, 1-21., 1-21.

Beyer, C. J. and Davis, E. A. (2011) 'Learning to critique and adapt Beyer, C. J. and Davis, E. A. (2011) 'Learning to critique and adapt science curriculum materials: Examining the development of preservice science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge', elementary teachers' pedagogical content knowledge', Science Science EducationEducation, n/a-n/a., n/a-n/a.

Cole, M. (2009) 'Using Wiki technology to support student engagement: Cole, M. (2009) 'Using Wiki technology to support student engagement: Lessons from the trenches', Lessons from the trenches', Computers & Education,Computers & Education, 52, 141-146. 52, 141-146.

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http://www.jisc.ac.uk/media/documents/programmes/digital_repositories/web2-content-learning-and-teaching.pdf/

http://www.jisc.ac.uk/media/documents/programmes/digital_repositories/web2-content-learning-and-teaching.pdf/



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pck&wiki_waikatouni_07-12-2011

Education

development of pck

rationale content

concept of pck

heart of pck

coherent use of pck

science teaching

b knowledge

corpus of knowledge