The document discusses the importance of pedagogical content knowledge (PCK) in teacher education and how online teacher collaboration through teacher folios can support this development. It highlights the necessity of a shared space for teachers to enhance their reflection and professional practice while addressing challenges associated with using wikis in educational settings. The initiative and its resources aim to more effectively support teacher communities and improve the educational landscape.

1. Supporting Online Teacher Collaboration Through Teacher Folios University of Waikato, 2011 Dermot Donnelly, Dr. Suzanne Boniface, & Dr. Anne Hume

2. Overview My background. Rationale for approach. Relevant literature. Teacher Folio – CoRes & PaP-eRs. Supporting Folios through online collaboration.

3. 1. My background https://www.chemcollective.org/vlab

4. 1. My background Teacher ICT Integration Framework (Donnelly, McGarr & O’Reilly, 2011)

5. 2. Rationale for this project Teaching is more than collecting resources/activities.

6. 2. Rationale Content in isolation of pedagogy.

7. 2. Rationale Pedagogy in isolation of content. Example

8. 2. Rationale Pedagogical Content Knowledge (PCK) Knowing how students learn and choosing activities accordingly. ?

9. 2. Rationale - PCK “ Pedagogical content knowledge, that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding.” (Shulman, 1987, p.8)

10. 2. Rationale

11. 2. Rationale Necessity of a shared space.

12. 2. Rationale Community of Practice

13. 3. Literature - Issues with PCK Some “scholars have tried to refine the concept of PCK by modifying Shulman’s definition, but at the center of those various definitions is the idea that the transformation of subject matter knowledge for the purposes of teaching is the heart of PCK.” (Park et al., 2011, p.248) Need for the more explicit and coherent use of PCK. (Abell, 2008)

14. Various Conceptualisations of PCK (Lee & Luft, 2008)

15. Magnusson et al., 1999 PCK consists of five components: (a) orientations toward science teaching, (b) knowledge of the curriculum, (c) knowledge of science assessment, (d) knowledge of science learners, and (e) knowledge of instructional strategies.

16. 3. Literature - Wikis A Wiki is “a system that allows one or more people to build up a corpus of knowledge in a set of interlinked web pages, using a process of creating and editing pages” Franklin & Van Hermelen, 2007

17. 3. Literature – Utility of Wikis Foster collaborative work. (Romaneu & Geng, 2009) Provides democratic participation, allows connections to broader material, encourages personal reflection, problem-solving and the evolution of material through contributions. (Sigala, 2007)

18. Issues with Wikis “ Not everyone needs a wiki. Not everyone wants a wiki. Not every situation benefits from becoming an open discussion or collaboration forum.” Leaf & Cunningham, 2001, p.30

19. Issues with Wikis Self-confidence (Personal Constraint) Ease of use (Technical Constraint) Pressure from other courses (Educational Constraint) Total lack of interest Cole, 2009, p.144

20. 4. Teacher Folios Two parts: Content Representation (CoRe) -Collective aspect -Tentative PCK Pedagogical and Professional-experience Repertoires (PaP-eRs) - Provides context to the Core -Individual aspect

22. CoRe and PaP-eRs design Original development – attempted to capture PCK and portray it to others in aiding their own development of PCK. (Loughran et al., 2001) Contemporary use – use of CoRe for PCK development of novice teachers through ‘appropriate and timely scaffolding’. (Hume & Berry, 2011, p.341)

23. PCK/CoRe design Other research focused on developing PCK Bertram & Loughran, 2011 (Inservice teachers views on CoRes & PaP-eRs); Beyer & Davis, 2011 (Curriculum materials & PCK development); Falk, 2011 (Formative assessment & PCK); Friedrichsen et al., 2011 (Teaching orientations in science); Kind, 2009 (Preservice science teachers’ subject matter knowledge); Nilsson, 2008 (PCK of preservice elementary teachers); Nilsson & Loughran, 2011 (CoRes with preservice elementary teachers); Rollnick et al., 2008 (CoRes with inservice teachers). Rohaan et al. (2009) critique the use of CoRe design as being cost and labour intensive.

24. 5.Supporting Folios through Online Collaboration Wikispaces Website: nzteacherfolios.wikispaces.com For use with students: Myportfolio schools (NZ based website) http://myportfolio.ac.nz/ (Tertiary) http://myportfolio.school.nz/ (Secondary)

25. Concluding remarks Potential to more effectively support teacher communities. Resolve some practical issues of CoRe design. Enhance teacher reflection and practice.

26. Thank you for your time Go raibh maith agaibh.

27. Bibliography Abell, S. (2008) 'Twenty years later: Does pedagogical content knowledge remain a useful idea?' International Journal of Science Education, 30, 1405-1416. Bertram, A. and Loughran, J. (2011) 'Science teachers' views on CoRes and PaP-eRs as a framework for articulating and developing pedagogical content knowledge', Research in Science Education , 1-21. Beyer, C. J. and Davis, E. A. (2011) 'Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge', Science Education , n/a-n/a. Cole, M. (2009) 'Using Wiki technology to support student engagement: Lessons from the trenches', Computers & Education, 52, 141-146. Cunningham, W., & Leuf, B. (2001). The Wiki Way: Quick Collaboration on the Web. Addison-Wesley. Donnelly, D., McGarr, O. and O'Reilly, J. (2011) 'A Framework for Teachers' Integration of ICT Into Their Classroom Practice', Computers & Education, 57(2), 1469-1483.

28. Bibliography Falk, A. (2011) 'Teachers learning from professional development in elementary science: Reciprocal relations between formative assessment and pedagogical content knowledge', Science Education , n/a-n/a. Franklin, T., & Van Harmelen, M. (2007). Web 2.0 for content for Learning and Teaching in Higher Education. Bristol: JISC. Retrieved November 19, 2011 from http://www.jisc.ac.uk/media/documents/programmes/digital_repositories/web2-content-learning-and-teaching.pdf/ . Friedrichsen, P., Driel, J. and Abell, S. (2011) 'Taking a closer look at science teaching orientations', Science Education, 95(2), 358-376. Hume, A. and Berry, A. (2011) 'Constructing CoRes—a strategy for building PCK in pre-service science teacher education', Research in Science Education, 41(3), 341-355. Kind, V. (2009) 'A Conflict in Your Head: An exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence', International Journal of Science Education, 31(11), 1529-1562. Lee, E. and Luft, J. (2008) 'Experienced secondary science teachers' representation of pedagogical content knowledge', International Journal of Science Education, 30(10), 1343-1363.

29. Bibliography Loughran, J., Milroy, P., Berry, A., Gunstone, R. and Mulhall, P. (2001) 'Documenting Science Teachers' Pedagogical Content Knowledge Through PaP-eRs', Research in Science Education, 31(2), 289-307. Magnusson, S., Krajcik, J. and Borko, H. (1999) 'Nature, sources and development of pedagogical content knowledge for science teaching' in Gess-Newsome, J. and Lederman, N., eds., Examining pedagogical content knowledge , London: Kluwer Academic Publishers. Nilsson, P. (2008) 'Teaching for understanding: the complex nature of pedagogical content knowledge in pre-service education', International Journal of Science Education, 30(10), 1281-1299. Nilsson, P. and Loughran, J. (2011) 'Exploring the development of pre-service science elementary teachers' pedagogical content knowledge', Journal of Science Teacher Education , 1-23. Park, S., Jang, J.-Y., Chen, Y.-C. and Jung, J. (2011) 'Is Pedagogical Content Knowledge (PCK) necessary for reformed science teaching?: Evidence from an Empirical Study', Research in Science Education, 41(2), 245-260. Ramanau, R. and Geng, F. (2009) 'Researching the use of Wikis to facilitate group work', in World Conference on Educational Sciences, New Trends and Issues in Educational Sciences , Nicosia, North Cyprus.

30. Bibliography Rohaan, E., Taconis, R. and Jochems, W. (2009) 'Measuring teachers' pedagogical content knowledge in primary technology education', Research in Science & Technological Education, 27(2), 327-338. Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N. and Ndlovu, T. (2008) 'The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium', International Journal of Science Education, 30(10), 1365 - 1387. Sigala, M. (2007). Integrating Web 2.0 in e-learning environments: a socio-technical approach. International Journal of Knowledge and Learning, 3(6), 628–648. Shulman, L. (1987) 'Knowledge and teaching: Foundations of the new reform', Harvard Educational Review, 57(1), 1-22.