Synthesizes research on content knowledge of rational numbers, the learning of rational number order and equivalence concepts, and teachers' pedagogical reasoning about these concepts. Uses teachers' descriptions of how a hypothetical student would understand rational numbers to sketch a formative model of pedagogical reasoning. (16 references)…

Discusses the idea of expertise as it relates to education and to situated learning based on previous articles and responses. Highlights include apprenticeship and the acquisition of expertise; competence versus expertise; teachers' pedagogical content knowledge; instructional design and traditional schooling; functionalism; and alternatives to…

Discusses the concept of pedagogical content knowledge within the context of science teaching. Defines the concept and identifies teaching experience as the major source of pedagogical content knowledge. Contains 69 references. (DDR)

This article describes elements of critical practice exhibited in one elementary school. It discusses three themes (education for social justice, school leadership, and student engagement) to argue that the school offers a concrete example of possibilities that can emerge in a school informed by the principles of a critical pedagogy. (Contains…

Examines the knowledge, intentions, and instructional practices of two beginning secondary science teachers as they learned the subject matter of the nature of science (NOS) and attempted to teach NOS during their student teaching experience and their first year of full-time teaching. Suggests that the relationship between NOS and science subject…

Review of book on the concept of pedagogical content knowledge (PCK), including chapters reviewing an extensive body of research on the knowledge base for teaching, especially science, and the application of PCK to the design of elementary and secondary school science teacher-education programs. (PKP)

Cites anecdotal and research examples indicating that content knowledge, especially in history, is undervalued in schools of education, teacher selection and assignment, and staff development. States that as long as theory is valued over subject matter, the situation will not change. (SK)

Prospective secondary mathematics teachers lack images of "reformed" teaching that engage students in experimenting, analyzing, conjecturing, justifying, and making connections. The development and investigation of experiences fostering reform-oriented teaching are needed. This study investigated microteaching lesson study (MLS), an experience…

Presents an exercise in which students are required to develop assessment criteria for an introductory sociology class. Notes that students respond positively to being included in the class syllabus design. Describes some logistical concerns and pedagogical constraints of the exercise implementation. (Author/KDR)

Reviewing and rethinking the 'knowledge base' for teacher education has become a particularly critical issue in recent times, given profound social and cultural shifts and changes and the emergence of new epistemological, political and technological conditions and contexts. This paper takes up the question of what are the key conceptual and…

This study, in order to analyse the internal differentiation of pedagogic (scientific) knowledge, uses Habermas's development of Weber's work and, in particular, his socially constructed forms of instrumental-strategic, moral-practical and communicative rationalities. Additionally, it correlates these distinct forms of rationality to the "serial…

In this case study I examine the reflective practices of two elementary pre-service teachers during their student teaching internship. I extend current views of reflective practice to create a framework for a "deliberate practitioner." With this framework, I investigate the pre-service teachers' thinking with regard to reflective processes and how…

The spiral approach has long been used by curriculum designers to deepen students' knowledge of scientific and mathematical concepts and to bring students to higher levels of abstraction. The benefits of a spiral approach, however, can also be extended to teacher education. This paper describes a spiral activity employed by the "Kidumatica"…

The purpose of this study was to describe how three primary teachers attempted to overcome incomplete content knowledge when teaching an astronomy unit. Daily observations of science activities were videotaped and transcribed from each classroom to determine the influences on the changes in teacher and student ideas of astronomy. Teachers' ideas…

This study had two purposes. The first was to explore teacher knowledge of educational technology through the lens of three components of Shulman's model of teachers' knowledge--content, pedagogical, and pedagogical content knowledge. A second purpose was to investigate the ways in which teacher knowledge was acquired, shared, and used by student…