Pre-Service Teacher Learning: Pedagogical Content Knowledge in Video-Based Problem-Solving
Ugur Kale, Pamela Whitehouse, West Virginia University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study examined pre-service teachers’ problem solving skills through the use of an online video case study. 80 pre-service teachers participated in the study with a 3-level video presentation by 2-level school teaching between subjects factorial design. The purpose was to surface levels of pedagogical content knowledge (PCK) using a content analysis framework drawn from emerging research on expertise, pedagogy, and content knowledge. The findings provided explanations for pre-service teachers’ PCK levels in a video-based problem solving activity. The elementary education pre-service teachers generated pedagogical and content solutions at a higher level than the secondary education pre-service teachers. Elementary education pre-service teachers demonstrated a higher level of student-centeredness in their responses. These findings demonstrated the need for more research in examining the differences between teacher preparation programs for elementary and secondary education.
Kale, U. & Whitehouse, P. (2011). Pre-Service Teacher Learning: Pedagogical Content Knowledge in Video-Based Problem-Solving. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4360-4367). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).