PCK and TPACK are usually acquired through experience, teacher’s schools do not provide an extensive training on these. I think the reason for this is that we need a specialist in mathematics and pedagogy to deliver extensive PCK lessons in math, and we do not always have such teachers in teacher training schools. So, during their training, the teachers are usually limited to broad PCK concepts from specialist either in math or in pedagogy. The lack of specialists in both PK and CK, and in TK, PK and CK is the reason why we usually do not have extensive trainings in PCK and TPACK in teacher’s education. I have personally acquired substantial PCK and TPACK over years of experience in teaching. An exposure to students’ misconceptions and immersion into technology versed environments has been very helpful in this process.
Geogebra and Desmos are two software that changed the way I teach functions and transformations in mathematics. The transformation of functions and graphs has become easy to teach and easy for the students to understand because the dynamic character of the graphs allow to visualise the changes on the graphs as parameters in the functions change. The lessons over functions transformations and graphs became more accessible to the students because, when the parameters are introduced in a function, the students are able to see and test all the dynamic changes on the graph of the function. Before, I used to draw static graphs and show how a graph would transform or translate into another one, using two images, the initial graph and its image after the transformation or translation occurs. Whereas with Desmos or Geogebra, the initial graph will move till its image, and all the changes during the transformation or translation can be seen. This facilitates student’s conceptualisation and understanding of functions transformations and graphs.
Here below is an example with sinusoidal functions on Desmos.
Hi Vivien,
I agree with you and would argue that teachers should be exposed to, and learn about PCK and TPCK during their teacher training. It wasn’t until after I began this program that I read and learned about it. After 5 years of teaching, I was able to reflect and apply its principles but it would have benefited my practice to know about the theory before becoming a teacher. Would you agree or do you think it is something that needs to be learned through practice?
Cheers,
Sarah
Hi Sarah,
PCK and TPACK coursework in specific subjects in teachers’ education will be really beneficial and time saver at least at the beginning of a teacher service. However, when I reflect on my own experience with PCK and TPACK. These are evolving over years of teaching practice. I will argue that though teachers during their training need to work on tangible examples of PCK and TPACK to construct an understanding of how these actually work in teaching situation. It remains that PCK and TPACK usually build upon contextual teaching situation. Teachers need to be introduced to PCK and TPACK during their training but most importantly they need to stay current and learn more from practice as students’ intelligence and level of understanding continue to change.
Hi Vivien,
I agree that we should have specialist teachers that teach a specific subject. In high school, to teach a subject, you are required to have coursework in that area and I believe that elementary school should be the same. For example, when I was in elementary school, we used to have a dedicated Physical Education teacher who was trained in this area. Then the position eventually go cut and classroom teachers were expected to teach in this role with basic training in education training program. I think elementary schools should have same requirements as high schools where you are required to have training in certain areas to teach the subjects instead of being a generalist. What are your thoughts on this?
Hi Amanda,
This is a good question. I think specialist teachers would bring to elementary school more knowledge depth and good ways to teach their subjects. This might improve students’ academic achievement. However, specialist teachers teach different groups of students and do not have enough contact time with their students to know them outside the academic scope. Generalist teachers in elementary school have enough contact time with their students and know them fairly well, though the students at that age do not always clearly communicate. Because they know fairly well all students, generalists can respond to a student in subtle ways that can be very helpful. Both students’ academic achievement and soft skills are important, and keeping the whole-student knowledge is fundamental. I think in elementary school because of the students age, generalist will be better in keeping on track students wellbeing and academic achievement.
Hi Vivien!
I really enjoyed reading your post and appreciate your perspective.
Your reflection on the necessity of time made me pause to think. As I read through the information on TPACK this week, the importance of each faucet was established and supported; I recognized the value and significance of each type of knowledge. Pausing to think about the necessity of time that must be devoted to learn, hone, and enhance this knowledge makes me consider the demand on teachers. While I think it is a necessary demand on teachers, it is a demand that must be propped up with supports. As a learning coach, these are things that I try to keep in mind. How do we support teachers’ learning and growth while not adding on to their already full plates?
This article came across my screen this morning and it made me mindful of teachers’ time and demands. Are teachers’ present to learn when this is the context they are working in?
https://www.ctvnews.ca/canada/integrated-classrooms-leading-to-growing-violence-against-teachers-says-federation-president-1.3785081
Hi Allison,
Thanks for sharing this article. When I read it, I thought of the time when teachers were highly-respected in society, and I asked myself what has happened? Indeed, facts such as student-on-teacher violence are discouraging in the profession. Many quit or do not come to the teaching field because of this lack of respect and consideration. In countries like Singapore, Korean, and Finland, teachers are highly-respected because becoming a teacher is hard, and required a master degree level, also teaching is seen as a high-status profession as highly paid. Do you think considering these two factors is what will help to restore respect and consideration towards teachers?
Good question, Vivien. I was just watching TV last night and caught a preview for a new series, AP Bio. In the preview, the new teacher doesn’t want to be there, slacks off, and doesn’t teach the kids anything. Presumably, he gets away with it. It is an American produced show but it reminded me of Mr. D and I thought, how did we get here? How did we get to a place where teachers are represented so poorly in media? On the one hand it is comical, but it is so prevalent and paints such a negative picture of what we represent. Is more education and a higher status a way to combat this? Perhaps. It certainly works this way for doctors and lawyers. But is it enough?