Sentences with phrase «pedagogical content beliefs»

The nature of teachers» pedagogical content beliefs matters for students» achievement gains: Quasi-experimental evidence from elementary mathematics.

Investigating associations among professional development, mathematical knowledge for teaching, and pedagogical content beliefs.

Not exact matches

The majority of democracies fulfill this purpose both by underwriting schools that comport with their citizens» philosophical, religious, and pedagogical beliefs — whether Catholic, Calvinist, socialist, Jewish, or Montessori — and also by requiring that those schools deliver similar curricular content, albeit through their own, distinctive lenses.

If technology is truly to impact both pedagogical competence, as well as increase content knowledge in the social studies, the apex of the instructional delivery system — the instructor — must be the continual focus of these beliefs.

The researchers determined that the strongest influences on how the teachers used the digital primary sources and technology centered on their own beliefs, the «purpose for teaching» (p. 159), and their level of «pedagogical content knowledge» (p. 163).

Thus, teacher educators need to work with existing pedagogical beliefs, content and technology knowledge and skills, and prior knowledge and experiences and seek ways in which more innovative instructional practices become commonplace and the appropriate and effective utilization of technology to support innovative instructional practices is ensured.

As suggested by many authors in the Handbook of Technological Pedagogical Content Knowledge (AACTE Committee on Innovation and Technology, 2008), more research needs to examine the role of teacher preparation programs teachers» beliefs (Niess, 2008), and specific student and school contexts (McCrory, 2008) regarding the nature and development of TPACK.

Those battles occur precisely because the experts creating the curricula disagree on the subset and sequence of content to be delivered to students — and they don't have the means to include all possible learning pathways and progressions, so they make choices based on their pedagogical beliefs / preferences.