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The Making of a Teacher: Teacher Knowledge and Teacher Education
TLDR
The Making of a Teacher as discussed by the authors is aimed at those curious about the theory and practice of classroom teaching and the role of pedagogical content knowledge in teaching methods and curriculum courses, not only in secondary English, but in other subject areas as well.Abstract:
The training of teachers has increasingly been the focus of critical inquiry in the field of education: What qualifications should be demanded of those entering the teaching profession? This book examines this crucial issue with an in-depth comparison of the classroom approaches and effectiveness of two groups of secondary school English teachers. Three of the six teachers studied in this book are graduates of a professional education programme, the other three, while equally well versed in subject matter knowledge, entered teaching without professional training. The book reveals that those with a teacher education background were flexible, open to innovative methods, and better able to comprehend the student's perspective. Those without such experience tended to rely on teaching techniques borrowed from undergraduate and graduate courses, or on memories of their own schooling. "The Making of a Teacher" is aimed at those curious about the theory and practice of classroom teaching and the role of pedagogical content knowledge. It should serve as a supplemental text in teaching methods and curriculum courses - not only in secondary English, but in other subject areas as well. The book also offers useful insights in the areas of staff development and school improvement.read more
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Journal ArticleDOI
Content Knowledge for Teaching: What Makes It Special?
TL;DR: In this paper, the authors developed a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge and applied it to the problem of teaching.
Journal ArticleDOI
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
TL;DR: The authors argue that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
Journal ArticleDOI
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement:
TL;DR: It is found that teachers’ mathematical knowledge was significantly related to student achievement gains in both first and third grades after controlling for key student- and teacher-level covariates.
Journal ArticleDOI
Relationships of Knowledge and Practice: Teacher Learning in Communities
Book ChapterDOI
Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching
TL;DR: The concept of pedagogical content knowledge as mentioned in this paper is used to describe the transformation of several types of knowledge for teaching (including subject matter knowledge), and as such it represents a unique domain of teacher knowledge.