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2010 - 54th Annual Conference of the Comparative and International Education Society Pages: unavailable || Words: 1229 words || 
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1. liang, liao. "How can we implicate the concept of PCK to classroom teaching" Paper presented at the annual meeting of the 54th Annual Conference of the Comparative and International Education Society, Palmer House Hotel, Chicago, Illinois, Feb 28, 2010 Online <PDF>. 2019-05-23 <http://citation.allacademic.com/meta/p400411_index.html>
Publication Type: New Scholars Committee Dissertation
Review Method: Peer Reviewed
Abstract: Pedagogical content knowledge (pck) has been developed for 20 years ever since Shulman first posed it to highlight the significance of the teachability of subject matter. Many researchers have used PCK as a model or construct to explain the complexity of teaching. In this paper we look through literature review and find out how does PCK impact teaching. We concentrate this exploration on 2 questions: (1) what’s the essential character in the conceptual framework of PCK? (2) what’s the key device that turn PCK into authentic classroom practice? We identifies six elements as the main character, they are: subject matter, teaching strategy, curriculum, student, assessment and context. We also find that the process of representation is the key bridge to understand the connection between knowledge and its application.

2014 - Advancing Teacher Education that Matters in Teaching, Learning, and Schooling. Pages: unavailable || Words: 684 words || 
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2. Philipose, Sandy. "“What’s Content Got to Do With It?”: Tackling the Dilemmas of Teaching a General Secondary Education Methods Course in a PCK World" Paper presented at the annual meeting of the Advancing Teacher Education that Matters in Teaching, Learning, and Schooling., Hyatt Regency St. Louis Riverfront, St. Louis, MO, Feb 14, 2014 Online <PDF>. 2019-05-23 <http://citation.allacademic.com/meta/p679075_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: Session will present a strategies-focused approach to tackling dilemmas of teaching a secondary methods class comprised of teacher candidates from different content areas. Course assignments and rubrics will be shared.

2015 - LRA 65th Annual Conference Pages: unavailable || Words: unavailable || 
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3. Hayden, Emily. and Eades-Baird, Michelle. "What Can Students Do with the Words They Know? Teacher PCK, Presence and Improvisation to Develop Rich Vocabulary Learning in Science" Paper presented at the annual meeting of the LRA 65th Annual Conference, Omni La Costa Resort and Spa, Carlsbad, CA, Dec 02, 2015 Online <APPLICATION/PDF>. 2019-05-23 <http://citation.allacademic.com/meta/p1027098_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 636 words || 
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4. Hu, Jing. "Pedagogical content knowledge (PCK) for teaching EFL reading: case studies in Mainland China" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2019-05-23 <http://citation.allacademic.com/meta/p633080_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The Chinese University of Hong Kong
Dissertation faculty advisor: Prof. CHUN Ka-wai, Cecilia

The command of educational quality makes teacher professionalization important. Over the past two decades, issues of teacher professionalization have gained increasing concerns from the government, teachers and scholars in China. To achieve the “quality” goal of education, Ministry of Education of the People’s Republic of China (MoE) set professional standards for kindergarten, primary and secondary teachers in 2011. Teacher professional knowledge was included as one of the three dimensions of the standards. In the professional standards for secondary teachers, pedagogical content knowledge (PCK) was included as a category of teacher professional knowledge along with subject matter knowledge, pedagogical knowledge, and general knowledge.

The proposed study is a descriptive study which describes and compares the pedagogical content knowledge for teaching EFL reading of two groups of senior high school teachers and the sources of their EFL reading PCK. It aims at contributing a better understanding of EFL reading PCK and teacher development. It is also expected to provide the examples of teachers’ EFL reading PCK in the context of Mainland China, which can be used in future studies to be compared with teachers’ EFL reading PCK in other teaching contexts. There are two research questions of the proposed study: (1) what EFL reading PCK do senior high school teachers have? (2) What are the sources of EFL reading PCK?

An EFL reading PCK model was developed as a preliminary framework for the proposed study. The framework was built on the basis of PCK models of Grossman’s (1990), Tamir’s (1988), and Magnusson’s (1999). In this framework, the knowledge components of EFL reading PCK include (1) knowledge of goals of teaching EFL reading, (2) knowledge of EFL reading curricular knowledge, (3) knowledge of students’ EFL reading learning, (4) knowledge of strategies of teaching EFL reading, and (5) knowledge of assessment of students’ learning of EFL reading. The sources of EFL reading PCK in the preliminary framework include teachers’ learning experiences as students, professional education, experiences in the classrooms, and professional collaboration with colleagues.

The proposed study used a case study methodology. Four senior high school teachers in Shenzhen, China, where multiple English teaching goals are required by the society, participated in the proposed study. Two of the four teachers were Chinese. They taught the students who would take “Gao Kao”, the university entrance examination in China. The other two teachers were English native speakers. They taught the students who would go abroad and would not take the university entrance examination in China.

Interviews and classroom observations were conducted to collect data. Three English reading classes of each participant were observed. All of the classes were recorded and field notes were taken. The recordings and field notes were used as the stimuli for the interviews. Each participant was interviewed three times. Each interview lasted for half an hour. The interviews were also recorded.

Each PCK component of the participants and its sources will be described and analyzed. The data will be analyzed case by case first. Then the similarities and differences will be compared across-cases. The qualitative software tool—Nvivo—will be used in the process of handling the data analysis. The preliminary findings show that the EFL reading PCK of the two groups of teachers are quite different. The EFL reading PCK sources of the two groups of teachers are also different.

References
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). The Netherlands: Kluwer Academic Publishers.
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110.

2016 - PMENA-38 Words: 95 words || 
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5. Bannister, Nicole., Arbaugh, Fran. and Simpson, Amber. "PRESSING METHODOLOGICAL BOUNDARIES: ANALYZING PCK USING FRAME ALIGNMENT PROCESSES" Paper presented at the annual meeting of the PMENA-38, JW Marriott Starr Pass Resort, Tucson, AZ, Nov 03, 2016 <Not Available>. 2019-05-23 <http://citation.allacademic.com/meta/p1136559_index.html>
Publication Type: Brief Research Report
Review Method: Peer Reviewed
Abstract: Conceptual tools from frame analysis have been empirically linked with productive analyses of a situated model of teacher learning in a community of practice. However, a limitation of this work is that is does not make claims about individual teacher learning. This paper builds upon and extends this prior work using literature that links frame alignment processes with teacher development of pedagogical content knowledge. By pressing upon established boundaries for understanding the “black box” of teacher learning, this papers opens up the scholarly mathematics education community to a productive new theory for studying teacher learning.

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