Sentences with phrase «between pedagogical content»

Not exact matches

From a pedagogical point of view, preaching embraces the tension between an understanding of itself as a content that is given and yet as an activity that is learned.

The NIE has a strong focus on pedagogical content without divisions between training in how to teach different subjects.

Teacher education in community colleges should be viewed as a four - year process that combines content and pedagogical training over that time, says a report that is the outcome of a meeting between the Education Commission of the States and the National Center for Teaching Transformation.

Pedagogical content knowledge, in its classic conception, might involve knowing the kinds of mistakes that students are prone to make when engaging with new concepts, or being able to see and draw connections between two students» different representations of an idea that at first glance seem unrelated.

Hill, Ball and Brian Rowan find only modest links between measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achievement.

Whatever result you get, it's almost impossible to know whether it was due to the CPD mechanism, or due to the pedagogical content, or due to the interaction between them.

Incorporating a video in the middle design within a video - based mathematics PD environment can promote a detailed and focused examination of complex mathematical content, the relationship between pedagogical decisions and practices, and an unpacking of students» mathematical thinking.

Preservice teachers have the chance to develop technological pedagogical content knowledge, in part, through reflection on the elements of and connections between technology, pedagogy and content.

Our enhanced model is designed to promote inclusive pedagogical perspectives at the nexus points between content, technology, and pedagogy.

Meaningful engagement with technology during preparation supports preservice teachers in their efforts to develop the technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]; Mishra & Koehler, 2006) needed to understand «complex relationships between technology, content, and pedagogy and [use] this understanding to develop appropriate, context - specific strategies and representations» (p. 1029) in their future teaching.

Therefore, connections between technology and subject matter and pedagogical content knowledge must be prioritized and privileged during learning experiences for teachers, which requires focused discussion of subject matter and instructional approaches to teaching that subject matter.

By prioritizing and privileging connections between technology and subject matter and pedagogical content, preservice, novice, and experienced teachers will be better prepared to identify technological uses across their profession, including use of technology by the children they are teaching.

The Youth Protection Roundtable's overarching goal is to facilitate and coordinate exchange of views between child welfare specialists and technical experts on technical and pedagogical measures against unwanted and harmful content.