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knowledge, and pedagogical content knowledge (Shulman, 1986b). Of these, pedagogical content knowledge, the “subject matter for teaching" (1 986b, p. 9, emphasis in original), has prompted considerable interest in both the arenas of research and practice. Shulman described pedagogical content knowledge (PCK) as.
Shulman identified a special domain of teacher knowledge, which he referred to as pedagogical content knowledge. He distinguished between content as it is studied and learned in disciplinary settings and the “special amalgam of content and pedagogy" needed for teaching the subject. These ideas had a major impact on
Lee S. Shulman (born September 28, 1938) is an American educational psychologist. He has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science and mathematics. Contents. [hide]. 1 Background; 2 Pedagogical content knowledge (PCK); 3 References; 4 Further
Huck Finn, quadratic equations, the Indian subcontinent, photosynthesis—we learned how particular kinds of content knowledge and pedagogical strategies nec- essarily Interacted. In the minds of teachers. --- *A*-** -. What follows is a discussion of the sources and outlines of the required knowl- edge base for teaching.
project focuses on the pedagogical knowledge base of teachers and the knowledge dynamics in the teaching pedagogical content knowledge, better problem solving strategies, better adaptation for diverse learners, better . The first key study on teacher knowledge (Shulman, 1987) categorised teacher knowledge into 7.
Shulman – the Father of PCK. • Pedagogical content knowledge (PCK) is an. “amalgam" of content and pedagogical knowledge. • PCK includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages and back- grounds bring with
the classroom (Fennema and Franke, 1992). Knowledge of mathematics and knowledge of mathematical representations are related to content knowledge, while knowledge of students and knowledge of teaching are related to pedagogical content knowledge. Shulman (1995) defines content knowledge as the knowledge.
Those Who Understand: Knowledge Growth in Teaching. LEE S. SHULMAN. Stanford University. "He who can, does. He who cannot, teaches." I don't know in what .. Content and pedagogy were part of one indistin- guishable body of understanding. To this day, the names we give our university degrees and the rituals we
content understanding as a special kind of technical knowledge key to the profession of teaching."iv One of seven categories of teacher knowledge (see Figure 1), Shulman defined pedagogical content knowledge. (PCK) as “that special amalgam of content and pedagogy that is uniquely the province of teachers, their.
knowledge in isolation is not only unrealistic, it is difficult. Nevertheless, in order to examine teachers' particular knowledge for teaching mathematics, it is also necessary. Examining Pedagogical Content Knowledge. Shulman (1987) defined pedagogical content knowledge (PCK) as the blending of content and pedagogy
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