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Showing 1 to 15 of 47 results Save | Export
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Hordern, Jim – Curriculum Journal, 2021
This paper interrogates the concept of recontextualisation and discusses its relevance for understandings of the knowledge required for teaching subjects. While various distinctive approaches to recontextualisation can be identified, this analysis primarily draws on the work of Bernstein, with recontextualisation discussed in the broader context…
Descriptors: Knowledge Base for Teaching, Educational Sociology, Intellectual Disciplines, Curriculum Development
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Graham McPhail; Barbara Ormond; Alexis Siteine – Journal of Curriculum Studies, 2023
This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new "Understand, Know, Do" structure for the curriculum has the potential to facilitate coherent design of teaching programmes and "deep learning." Using…
Descriptors: Foreign Countries, Curriculum Design, Intellectual Disciplines, Knowledge Base for Teaching
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Tatiana Hochgreb-Hägele; Guilherme Luis Desiderio; Agnaldo Arroio; Andrea Schmitz-Boccia – Intercultural Education, 2025
'Programa de Especialização Docente Brasil' (PED Brasil) is a learning and professional development program in mathematics or science education for primary or secondary in-service schoolteachers. Designed to be a teacher education program that addresses issues related to educational quality and equity in racially, socially, and academically…
Descriptors: Foreign Countries, Mathematics Education, Science Education, Elementary Secondary Education
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Ximena D. Burgin; Mayra C. Daniel; Sheila S. Coli; Leslie Matuszewich – Teaching & Learning Inquiry, 2024
This qualitative case study examined 11 teaching assistants' (TAs) awareness of the need to infuse culturally responsive pedagogy into undergraduate level courses. The TAs represented the fields of political science, history, English, psychology, world languages, and kinesiology at one public university. One-on-one interviews were conducted,…
Descriptors: Teaching Assistants, Culturally Relevant Education, Teaching Methods, Knowledge Base for Teaching
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Yeping Li Ed.; Zheng Zeng Ed.; Naiqing Song Ed. – Advances in STEM Education, 2024
This book provides an international platform for educators from different STEM disciplines to present, discuss, connect, and develop collaborations in two inter-related ways: (1) sharing and discussing changes and innovations in individual discipline-based education in STEM/STEAM, and (2) sharing and discussing the development of interdisciplinary…
Descriptors: STEM Education, Interdisciplinary Approach, Curriculum Development, Instructional Innovation
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Marcela G. Cuellar; Emily R. Koren; Alberto Guzman-Alvarez; Gina A. Garcia – College Teaching, 2024
A lack of validated instruments in higher education that gauge abilities to teach in culturally relevant approaches poses a major challenge in understanding the extent to which faculty possess this teaching knowledge and skills. With a sample of faculty at 10 Hispanic-Serving Institutions (HSIs), this study modifies and evaluates the factorial…
Descriptors: Test Validity, Cultural Pluralism, Teacher Competencies, Rating Scales
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Sjöberg, Lena – Scandinavian Journal of Educational Research, 2021
This study directs attention to the ways in which pre-service teachers' knowledge base are constructed in and through the examination practice in the various subjects of the Primary teacher education programme in Sweden. The empirical material consists of policy material (course plans, study guides and examination tasks). The results show…
Descriptors: Foreign Countries, Preservice Teacher Education, Preservice Teachers, Knowledge Base for Teaching
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Vollmer, Helmut Johannes – Journal of Curriculum Studies, 2021
This contribution will outline the development of a specific approach of theoretical educational thinking in Germany, associated with the notions of "Didaktik"/didactics and "Fachdidaktik"/subject-matter didactics as well as its comparative, generalized form called "General Subject Didactics" (GSD). The first one…
Descriptors: Educational Philosophy, Educational Theories, Intellectual Disciplines, Teaching Methods
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Martell, Christopher C.; Carney, Mary M.; Marin, Katherine Ariemma; Hashimoto-Martell, Erin A. – Teacher Educator, 2021
Scholars have theorized about the growing movement of teacher research, where school-based practitioners engage in systematic examinations of their own work. They have argued that teacher research challenges relationships of knowledge and practice, as teacher-researchers are likely to ask different questions and offer different perspectives…
Descriptors: Teacher Researchers, Elementary Secondary Education, Preschool Education, Higher Education
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Ndembera, Rachel; Hao, Jie; Fallin, Rebekah; Ray, Herman E.; Shah, Lisa; Rushton, Gregory T. – Journal of Geoscience Education, 2021
What teachers know about their content area plays a role in how they effectively enhance the scientific literacy of their students. This leads to questions about teacher content knowledge as they enter the field. The Praxis Earth and Space Science: Content Knowledge Test is the most widely used licensure assessment for aspiring Earth science…
Descriptors: Licensing Examinations (Professions), Science Teachers, Earth Science, Racial Differences
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Schloesser, Katya A.; Gold, Anne U. – Journal of Geoscience Education, 2021
Results from a national needs assessment survey advertised through science teacher networks with the title "Polar Education--Teacher Input Needed" showed that the majority (90%) of teachers that responded are teaching about polar topics or polar regions. We received 508 responses from elementary to post-secondary teachers across the…
Descriptors: Science Instruction, Science Teachers, Geographic Regions, Foreign Countries
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Favre, David E.; Bach, Dorothe; Wheeler, Lindsay B. – Journal of Research in Innovative Teaching & Learning, 2021
Purpose: This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of…
Descriptors: Faculty Development, Beginning Teacher Induction, Beginning Teachers, Teacher Competencies
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MacDonald, Ron – New Directions for Teaching and Learning, 2017
Deciphering teachers' paths to their disciplinary professional identities can make important elements of their tacit knowledge explicit and available to their students.
Descriptors: Professional Identity, Teacher Characteristics, Intellectual Disciplines, Knowledge Base for Teaching
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Quinn, Frances; Charteris, Jennifer; Fletcher, Peter; Parkes, Mitchell; Reyes, Vicente – Australian Journal of Teacher Education, 2018
This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging…
Descriptors: Online Courses, Preservice Teacher Education, Teacher Educators, Intellectual Disciplines
Hass, Kerrie Lynn – ProQuest LLC, 2019
Low achievement in reading is a concern in a suburban school in the southeastern part of Florida. In an attempt to combat this issue, the school's administration has focused on teaching disciplinary literacy in content area classes, specifically social studies. In addition, the state standards also require that social studies teachers meet the…
Descriptors: Social Studies, Intellectual Disciplines, Pedagogical Content Knowledge, Case Studies
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