Sentences with phrase «pedagogical content knowledge by»

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Recent advancements in education research have brought a new lens to these two areas and suggest that in many cases, teacher preparation programs are not currently designed to provide adequate content knowledge or to teach pedagogical practices that are supported by research evidence.

Program: Learning and Teaching Mission: To quietly empower teachers by deepening their content and pedagogical knowledge - base through targeted, hands - on professional development.

Mission: To quietly empower teachers by deepening their content and pedagogical knowledge - base through targeted, hands - on professional development.

The TPACK model emphasizes the importance of complex interactions among three domains — technological (TK), pedagogical (PK), and content knowledge (CK)-- needed by teachers to successfully integrate technology into instruction (Koehler et al., 2013).

In so doing, they would gain pedagogical content knowledge (Grossman, Schoenfeld, & Lee, 2005; Shulman, 1986) by connecting theory and practice to gain insights into both.

The concept of technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]-RRB- provides a theoretical frame for doing just that (Mishra & Koehler, 2006)-- as long as TPACK is not used by teacher educators and researchers as a simple static and myopic evaluative lens that fails to pay attention to the range of contexts that teachers work within.

As a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledge.

Pedagogical Content Knowledge — What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations By Adela Solís, Ph.D., IDRA Newsletter http://www.idra.org/resource-center/pedagogical-content-knowledge/

In the Teacher Practice Networks initiative, facilitated by the Center for the Future of Teaching & Learning, districts and outside organizations partner to leverage their combined expertise to develop teacher leadership skills; deepen content pedagogical knowledge; and support meaningful, teacher - to - teacher professional learning.

Technological proficiency and, with it, technological pedagogical content knowledge are important issues in teacher preparation and should certainly be taken up by English teacher educators.

In this way, experimenting with geospatial technologies during teacher education addresses the development of teacher candidates» pedagogical content knowledge (Shulman, 1987) by contributing to their «understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction» (p. 8).

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.

Although more current data are not available, Stein, Stuen, Carnine, and Long (2001) estimated that «textbooks serve as the basis for 75 to 90 % of classroom instruction» (p. 6), even though pedagogical content knowledge for teaching now would include the ideas of appraising, selecting, and modifying textbooks (as recommended by Ball, 2000).

This course is designed for candidates to apply content knowledge of her or his chosen discipline (e.g., Math, Science, English Language Arts, Social Science or Multiple Subjects) with the models of teaching introduced in this program by utilizing a repertoire of pedagogical practices responsive to the needs and interests of diverse learners.

Although some things remained consistent regarding content (e.g., utilizing Web 2.0 resources continued to be preferred PD content by teachers in both years), other content preferences changed (e.g., mobile applications and pedagogical - focused knowledge and skills).

Technological pedagogical content knowledge (Mishra & Koehler, 2006) Since its formal introduction in 2006, TPACK as a theoretical concept has been embraced by technology integration communities (e.g., Society for Information Technology and Teacher Education; see http://site.aace.org/conf/) who have long struggled to define, explain, and stress the role of technology within the field of education (Doering, Veletsianos, & Scharber, 2007; Thompson & Mishra, 2007).

A recreation of Mishra and Koehler's (2006) model of Shulman's (1986) PCK framework in «Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge» by P. Mishra & M. J. Koehler, 2006, Teachers College Record, 108 (6), p. 1022.

Teachers who excel must apply deep content knowledge and specialized pedagogical expertise to maximize student learning by developing curricula, planning lessons, analyzing formative data, adjusting plans in response to outcomes from previous lessons, and using different methods of delivering and structuring lessons.