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How to teach the clock? Primary school teachers’ pedagogical content knowledge and beliefs on the teaching of time-related competences

(2010)
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Abstract
Research on the development of children’s temporal concepts concludes that the concept of time is complex and difficult to teach to children (Fraisse 1984, Kelly, Miller, Fang & Feng, 1999; Piaget 1969; Zakay 1989). As there is no evidence-based practice in the teaching of time-related competences - such as clock reading and using a calendar - primary school teachers have developed their own methods for teaching this subject, based on their own experience, beliefs and knowledge. The present study examines the current teaching practice adopted in Flemish primary education and the role of teachers’ beliefs and pedagogical content knowledge in the teachers’ choice for a specific instructional approach by means of qualitative interviews of 75 primary school teachers. Analysis of the acquired data shows that the current teaching practice with regard to clock reading is characterized by the use of teaching materials such as clocks and calendars. The majority of the teachers in the sample adopts a moderate to explicit constructivist approach, which is reflected in a general adoption of active learning strategies in which children are stimulated to construct meaningful knowledge. The current data showed no clear impact of teacher beliefs on their teaching practice. Yet, it revealed that teachers with strong pedagogical content knowledge are more likely to adopt a constructivist teaching approach, in which children are activated to learn and discover than teachers with weak pedagogical content knowledge

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Please use this url to cite or link to this publication:

Chicago
Burny, Elise. 2010. “How to Teach the Clock? Primary School Teachers’ Pedagogical Content Knowledge and Beliefs on the Teaching of Time-related Competences.” In .
APA
Burny, E. (2010). How to teach the clock? Primary school teachers’ pedagogical content knowledge and beliefs on the teaching of time-related competences. Presented at the European Conference on Educational Research 2010.
Vancouver
1.
Burny E. How to teach the clock? Primary school teachers’ pedagogical content knowledge and beliefs on the teaching of time-related competences. 2010.
MLA
Burny, Elise. “How to Teach the Clock? Primary School Teachers’ Pedagogical Content Knowledge and Beliefs on the Teaching of Time-related Competences.” 2010. Print.
@inproceedings{1086477,
  abstract     = {Research on the development of children{\textquoteright}s temporal concepts concludes that the concept of time is complex and difficult to teach to children (Fraisse 1984, Kelly, Miller, Fang \& Feng, 1999; Piaget 1969; Zakay 1989). As there is no evidence-based practice in the teaching of time-related competences - such as clock reading and using a calendar -  primary school teachers have developed their own methods for teaching this subject, based on their own experience, beliefs and knowledge. The present study examines the current teaching practice adopted in Flemish primary education and the role of teachers{\textquoteright}  beliefs and pedagogical content knowledge in the teachers{\textquoteright} choice for a specific instructional approach by means of qualitative interviews of 75 primary school teachers. 
Analysis of the acquired data shows that the current teaching practice with regard to clock reading is characterized by the use of teaching materials such as clocks and calendars. The majority of the teachers in the sample adopts a moderate to explicit constructivist approach, which is reflected in a general adoption of active learning strategies in which children are stimulated to construct meaningful knowledge. The current data showed no clear impact of teacher beliefs on their teaching practice. Yet, it revealed that teachers with strong pedagogical content knowledge are more likely to adopt a constructivist teaching approach, in which children are activated to learn and discover than teachers with weak pedagogical content knowledge},
  author       = {Burny, Elise},
  language     = {eng},
  location     = {Helsinki, Finland},
  pages        = {1},
  title        = {How to teach the clock? Primary school teachers{\textquoteright} pedagogical content knowledge and beliefs on the teaching of time-related competences},
  year         = {2010},
}