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Chapter 14 Promoting Knowledge Integration in Teacher Education Programs


Secondary mathematics pre-service teachers face many challenges when preparing to be a teacher. Two common challenges pre-service teachers face are connecting their different types of teacher knowledge (e.g., knowledge of content, learners, and pedagogy) in a meaningful manner and connecting what they have learned in their university coursework to the realities of the mathematics classroom. We examined our secondary mathematics teacher preparation program to determine the potential for pre-service teachers to integrate their different types of teacher knowledge, as well as their theoretical and practical knowledge. The results of our work lead to a secondary mathematics teacher education model where pre-service teachers participate in a content course and a pedagogy course that is taught in tandem. Moreover, pre-service teachers attend a daily clinical experience at a local high school as a part of their pedagogy course. In this chapter, we present our model for secondary mathematics teacher education designed to promote potential knowledge integration, give its theoretical underpinnings, and provide examples of how it functions at our university. We also share evidence of students potentially integrating their different types of teacher knowledge as well as connecting their theoretical and practical knowledge.

In: International Perspectives on Knowledge Integration
Chapter 3 Searching for the Key to Knowledge Integration


Understanding how teachers gain and use their knowledge during teaching has been an ongoing focus of teacher education research. Researchers such as Shulman have identified and described the unique and integrated nature of teacher knowledge. What lacks in the literature is how teachers use their knowledge in an integrated fashion and how to promote knowledge integration in teacher education. The purpose of this chapter is to introduce a model of integrated teacher knowledge and analytical procedures designed to study knowledge integration. The model was developed to capture the dynamic interactions of knowledge use, as opposed to a static description of knowledge acquired. In this chapter, we provide a theoretical basis for our model and two distinct examples of data analysis using the analytical procedures. The first example uses the framework to investigate how two elementary mathematics teachers integrated their knowledge of mathematics, learners, and pedagogy while making decisions in the classroom. We then use our framework to investigate the instructional moves associated with the promotion of knowledge integration in pre-service teacher preparation. Because of the structure of our model and analytical procedures, they can be applied to other knowledge domains and content areas to detect the use and promotion of integrated knowledge.

In: International Perspectives on Knowledge Integration

Yield monitors are standard on grain combines and used to evaluate treatment differences in on-farm experimentation (OFE). The objective of this study was to determine the sensitivity of mass flow sensors for grain yield monitors in relation to plot length. Seven treatment lengths were used ranging from 3.8 up to 243.8 m where intentional yield differences in maize (Zea mays L) existed creating varying grain flow conditions. Yield was measured by a commercial combine with two yield monitors, a plot combine, and a weigh wagon. Comparative results indicated that the mass flow sensors were unable to detect yield differences at 3.8 or 7.6 m. At the 15.2 m and 30.5 m lengths, the technology sensed changes in grain flow but did not accurately estimate yield. The estimates from the 61.0 m length closely matched both the yield variation pattern and actual yield estimates; however, it was not until 121.9 m where estimates began to accurately estimate yield.

In: Precision agriculture '23
This volume is a collection of essays on prophecy and apocalyptic, and is compiled in honour of Anthony Gelston. The theme has been chosen to coincide with the dawn of the new millennium in the year 2000. The essays examine the following: Balaam's oracles in Numbers, Philo and the Aramaic Targums; the future in the Books of Chronicles; Job 19:25; the shape of the Psalter; Isaiah 11:6-9; Isaiah 51:6; the value of human life in Ezekiel; Calvin, Pusey and Robertson Smith's commentaries on Hosea; Qoheleth, Hosea and attribution in biblical literature; the social background of Malachi; apocalyptic and early Jewish wisdom literature; Judith, Tobit, Ahiqar and History; 1 Corinthians 15:54; Revelation 4-5; the writings of Aphrahat, Šubḥalmaran, George Stanley Faber and Cotton Mather.