What kind of knowledge informs the practice of English teachers? Recent policy developments, in England and elsewhere, have sought to specify a knowledge base for teachers. Drawing on case studies produced by pre-service English teachers, this essay explores the complex, multifaceted and situated character of the knowledge that teachers develop in…

We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat…

Despite the long history of the study of pedagogical content knowledge (PCK), two facts remain obvious. First, there are almost as many conceptions regarding the definition of PCK as there are researchers interested in it. Second, it is largely unclear which methods enable teacher educators to best prepare teacher candidates to use PCK. Recently,…

This paper considers the main characteristics of contents' connections between technical education and physics curricula, in the sixth, seventh and eighth grade of the Serbian primary school. The undertaken logical and didactic analyses of interconnectedness between contents structure of the two school subjects are based upon comparisons which…