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…

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…

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…

This study was designed to compare the subject knowledge of B.Ed graduates of formal and non-formal teacher education systems. The population of the study included all teachers from Girls High and Higher Secondary Schools both from private and public sectors from the district of Peshawar. Out of the total population, twenty schools were randomly…

This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers' conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable…

Background: The matter of teacher knowledge in the curriculum subject of English is not simple. Certainly it is not easy to delineate what its "content knowledge" should be and how this relates to other aspects of teacher knowledge. In the context of education policy in England, at a time of change when the nature of the subject and its…

Describes ongoing case studies of U.S. teacher-education institutions that are reforming subject-matter preparation for prospective teachers. Discusses research goals, theoretical framework concerning levels of disciplinary understanding and the nature of knowledge and skills across university disciplines, and problems with the administrative…

Looks at "pedagogical knowing" as one facet of a larger conceptual framework that grounds a teacher's self-knowledge as a person and as a teacher. With the help of two middle school English teachers, the paper argues for a view of subject matter knowledge that is dynamic, relational, practice-oriented, and useful. (SM)

This paper, on the central and distinctive contribution of knowledge to teaching, combines philosophical analysis with a discussion of work in research on teaching, student conceptions, and curriculum. The hierarchical argument contains two main points: (1) that content knowledge is a logical precondition for the activities of teaching; and (2)…