Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge

By Maher Z. Hashweh. 2005

472 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1cf0bafb2c231f0d52a91f543dde57db9b7136a4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Thorsten Scheiner
2. Werner Blum
3. S. Krauss
4. D. Leiss
5. G. Bruckmaier
6. J. Baumert
7. Soonhye Park
8. A. Berry

In Sociology and Political Science

1. J. V. van Driel
2. Thorsten Scheiner
3. K. Salmela‐Aro
4. N. Verhoef
5. Joseph Krajcik
6. Werner Blum
7. Ying‐Chih Chen
8. Marilena Petrou

Citations in the corpus

• Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “This finding seems surprising at first sight because it contradicts theories that attribute teachers’ expertise development explicitly to their practical experience (Hashweh 2005; Hiebert et al. 2002; see Sect.”
• What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views (2018, background): “In our view, whether knowledge is specialized or not is a question of whether the knowledge is contextually adaptive (Hashweh, 2005), that is, functional on a moment-by-moment basis, and highly sensitive to the changing details of the situation as teachers interact with the environment and with the…”
• Lesson Study: professional development (PD) for beginning and experienced teachers (2019, background): “Quite a number of scholars have since Shulman worked on PCK and conceptualized it in different ways, partly because of a difference in research focus (Loughran et al. 2004, Hashweh 2005, Park and Oliver 2008, Rollnick et al. 2008, Schneider and Plasman 2011, Depaepe et al. 2013).”
• Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs (2008, result): “It must be acknowledged, however, that this finding contradicts other theories that attribute teachers’ expertise development to their practical classroom experience ( Hashweh, 2005 ).”
• Teacher Professional Development Focusing on Pedagogical Content Knowledge (2012, background): “For instance, Hashweh (2005) proposed to consider PCK as a repertoire of pedagogical constructions that teachers acquire when repeatedly teaching a certain topic.”
• Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2008, background): “Recent work by Loughran and associates (Loughran et al. 2006) and Hashweh (2005) move research on PCK in that direction.”
• A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes (2021, background): “Short-term projects do not provide enough time for the iterative design of teaching units or reflections on teaching units (Hashweh, 2005).”
• Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study (2011, background): “Since Shulman (1986) originally fashioned the notion of PCK, a large number of scholars have worked on the concept (e.g., Park and Oliver 2008a; Cochran et al. 1993; Grossman 1990; Hashweh 2005; Loughran et al. 2006; Magnusson et al. 1999).”
• Conceptualising Teachers’ Mathematical Knowledge in Teaching (2011, background): “defined by Shulman, and takes up Hashweh (2005) suggestion that what is missing from Shulman’s account is the identification of interactions among the different categories of teachers’ knowledge.”
• Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth (2009, background): “The idea of PCK has a long history (Bullough, 2001; Smith & Girod, 2003) and its content varies a lot among researchers (Hashweh, 2005; Zeidler, 2002).”