Examining Pedagogical Content Knowledge

ISBN-10: 1402002750

ISBN-13: 9781402002755

Edition: 1999

Authors: Julie Gess-Newsome, Norman G. Lederman

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Description:

Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975. This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.
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Book details

List price: $69.99
Copyright year: 1999
Publisher: Springer London, Limited
Publication date: 11/30/2001
Binding: Paperback
Pages: 307
Size: 6.00" wide x 9.00" long x 1.00" tall
Weight: 0.990
Language: English

Acknowledgments. Foreword
Introduction
Pedagogical Content Knowledge: An Introduction and Orientation
The Literature
The Complex Nature and Sources of Teachers' Pedagogical Knowledge
Secondary Teachers' Knowledge and Beliefs about Subject Matter and their Impact on Instruction
Nature, Sources and Development of Pedagogical Content Knowledge for Science Teaching
Domains of Teacher Knowledge
Emerging Lines of Research in Science Teacher Education
Assessment and Measurement of Pedagogical Content Knowledge
Changing our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science
Reconceptualizing Secondary Science Teacher Education
Pedagogical Content Knowledge and Co-Participation in Science Classrooms
Impacts of PCK on the Development of Science Teacher Education Programs
Constructing a Framework for Elementary Science Teaching Using Pedagogical Content Knowledge
Incorporating Subject Matter Specific Teaching Strategies into Secondary Science Teacher Preparation
The TRIAD Approach: A Consensus for Science Teaching and Learning
Notes on Contributors
First Author Index
Subject Index
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