Search results for: Pedagogical content knowledge
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This article questions the basic assumptions of pedagogical content knowledge by analyzing the ideas of Jerome Bruner, Joseph Schwab, and John Dewey concerning transforming the subject matter. It argues that transforming the subject matter is not only a pedagogical but also a complex curricular task in terms of developing a school subject or a course of study. This curricular task, however, has been obscured by the concept of pedagogical content knowledge that construes transformation as primarily a pedagogical task in terms of transforming the subject matter of an academic discipline into pedagogical forms.
Updated: Feb. 17, 2008
Reconceptualizing Teacher Educator Knowledge as Tensions: Exploring the tension between valuing and reconstructing experience
This paper reports the author's efforts as a teacher educator to improve our understanding of the process of learning to teach. It illustrates how the nature of the knowledge developed by teacher educators about their practice is often embedded in complexity and ambiguity. This knowledge is explored as a source of tensions that teacher educators can learn to recognize and manage within their work.
Updated: Jan. 24, 2008
Teacher Education Students' Reflections on How Problem-Based Learning Has Changed Their Mental Models About Teaching and Learning
This paper reports on an analysis, using a conceptual framework and NUD*IST software, of a cohort of 3rd-year teacher education students' reflections on changes in their mental models following their experiences in a problem-based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self-reflection and peer collaboration for cognitive and professional growth.
Updated: Dec. 16, 2007