This study investigated the development of PCK (pedagogical content knowledge) within a group of 12 preservice chemistry teachers (all M.Sc.) during the first semester of their 1-year post-graduate teacher education program. The study focused on PCK with respect to a central issue in science teaching; i.e., relating macroscopic phenomena to…

This paper focuses upon three recently revised preservice, content-specific methods courses: "Teaching of Middle School Mathematics,""Computing Technology in Secondary School Mathematics," and "Teaching of Secondary School Mathematics." Changes in these methods courses better address and build upon preservice teacher…

Discusses the need for providing graduate teaching assistants (TAs) with training in pedagogy with the focus on preparing the future professoriate. Describes a general TA program for new TAs and a program for biology TAs at Syracuse University. Contains 20 references. (JRH)

Discusses the definition of content knowledge for physical education, suggesting that teacher educators have largely given up the historic content knowledge of the field, thus eliminating the possibility of developing a serious body of pedagogical content knowledge for teaching. The paper examines the root problem in defining pre-professional…

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…

This chapter examines the construct scholarship of teaching and learning using a Parsonian four-function paradigm that serves as an analytical structure for organizing and examining some of the key issues in the emerging literature. (Contains 1 figure.)

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…