Self Reflection Focusing on Pedagogical Content Knowledge
نویسندگان
چکیده
منابع مشابه
Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics
In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogic...
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The importance of content knowledge on proficiency in teaching practices is well documented (Borko et al., 1992; Shulman, 1986). But is this statement completely unimpeachable? Are there drawbacks for teaching that are specifically due to subject matter expertise? In this paper we draw on evidence from mathematics and language arts education to show ways that advanced knowledge in a content are...
متن کاملHigh School EFL Teachers’ Professional Competencies: Content Knowledge and Pedagogical Content Knowledge
According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attem...
متن کاملA Review of Technological Pedagogical Content Knowledge
This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in classrooms. As a framework for the design of teacher educa...
متن کاملThe Technological Pedagogical Content Knowledge Framework
The increasingly ubiquitous availability of digital and networked tools has the potential to fundamentally transform the teaching and learning process. Research on the instructional uses of technology, however, has revealed that teachers often lack the knowledge to successfully integrate technology in their teaching and their attempts tend to be limited in scope, variety, and depth. Thus, techn...
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ژورنال
عنوان ژورنال: Procedia - Social and Behavioral Sciences
سال: 2012
ISSN: 1877-0428
DOI: 10.1016/j.sbspro.2012.09.679