A case-study methodology is used to explore the pedagogical content knowledge of three beginning secondary-school English teachers, all of whom entered teaching with strong literature backgrounds and no teacher education coursework. (IAH)

Forty first-grade teachers' pedagogical content knowledge of children's solutions of addition and subtraction word problems was investigated. Most teachers could identify many of the critical distinctions between problems, and the primary strategies used to solve them, but did not have a coherent organizational scheme. (MNS)

Teaching pedagogy involves more than applying techniques of curriculum and instructional development in the classroom. Metaphors of teaching are used to explore hidden assumptions about teaching, learning, knowledge, production, and culture embedded in traditional teaching paradigms. The role and function of teachers, given the differing…

Describes pedagogical content knowledge model. Uses interviews and observation to examine development of pedagogical content knowledge of two student teachers in a one-year elementary teacher education program. Concludes student-teacher success requires supervisors' understanding and support. (TES)

Examined the evolving knowledge and beliefs of a preservice secondary mathematics teacher in a mathematics education course that emphasized mathematical and pedagogical connections and applications of the function concept. Although her understanding of function changed substantially, her anticipated approach to teaching did not. (29 references)…

Researchers studied how a cognitive flexibility and knowledge transfer theory framed the design of a case-based curriculum for mathematics teacher education. The paper includes a sample mathematics teaching case and analyzes four discussions based on the case. The analysis shows the potential of subject-specific cases for enhancing mathematics…

Analyzes how staff at two inservice programs that helped elementary teachers develop constructivist teaching practices construed program subject matter, noting the role they assigned subject matter in helping educators learn to teach. The reformist pedagogy used a principled conception of subject matter. Developing teachers' subject matter…

Examines the mathematics and science content knowledge of elementary teacher candidates, presents data showing elementary teacher deficiencies in this subject matter, and provides a conceptual approach to educating teachers in these subjects. Data are presented illustrating the effectiveness of these approaches in improving novice teacher's…

Often, American Indian and Alaska Native children do not learn their tribal languages as first languages. Therefore, schools can play a pivotal role in reversing language shift by addressing circumstances specific to second language learning. The field of second language acquisition and teaching can provide teachers of indigenous languages with…

Examined preservice teachers' concerns about transforming their academic knowledge into teaching activities (pedagogical content concerns). Prospective chemistry teachers individually prepared high school chemistry lessons. During group meetings, they presented and discussed the lesson plans. Data from interviews during individual and group…

Compared external expectations about preschool teachers and their role with the way teachers think about their own practice. Responses suggest that it is possible to establish an external, decontextualized framework that sets out the teacher's role and reflects current policy, research, or political and cultural agendas, but that it is important…

Investigated types of knowledge and beliefs elementary teachers needed to teach a civics/citizenship education unit. Teachers implemented a special unit on childrens' needs, rights, and responsibilities. Data from videotaped lessons and teacher interviews found seven themes, four of which were relevant: knowledge of content and resources,…

Describes prospective teachers' conceptions of what one needs to know to be a chemistry teacher at the German gymnasium, and compares their conceptions with those emphasized by the university they attend. Hypothesizes that preservice teachers' conceptions suggest a nested model of knowledge needed for chemistry teaching. (Contains 30 references.)…

The transformation to reform mathematics teaching is a daunting task. It is often unclear to teachers what such a classroom would really look like, let alone how to get there. This article addresses this question: How does a teacher, along with her students, go about establishing the sort of classroom community that can enact reform mathematics…

The National Primary Strategy (DfES, 2004) is encouraging schools to design "broad and rich curricula" which make the most of links between different areas, building on literacy and numeracy and developing speaking and listening skills. Primary teachers' confidence with, and understanding of, science will be crucial to the effectiveness…