Sentences with phrase «pedagogical content knowledge learning»

Not exact matches

It also requires expert pedagogical content knowledge — a deep understanding of how students learn subjects, including an understanding of common learning progressions and sequences; an understanding of how learning builds onto prior learning and lays the foundations for future learning; the role of prerequisites; and an understanding of common student errors and the misunderstandings that underpin them.

Graduates are to demonstrate «the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn» in a manner consistent with professional, state, and institutional standards.

A: Solid content knowledge, strong knowledge about pedagogical techniques in mathematics, a deep understanding of the epistemology of mathematics, knowledge about how people learn math, and the ability to listen to and engage the learner.

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

Most importantly, the program has professional learning videos embedded right where the teachers need them, so they can increase their own pedagogical and content knowledge of the subject.

With detailed teacher background material rich in science and mathematical content, descriptions of the pedagogical content knowledge needed to teach and assess effectively, and explicit links to the core ideas in the standards and research on learning science and mathematics, these books can transform teaching and learning in your classroom or professional development setting.

In education coursework and field experiences, you will learn the foundation of professionalism and reflection, human development and diversity, integration of teaching experiences and assessment, technology, content and related pedagogical content knowledge, and professional collaboration.

We also posit that teachers», including Jake's and Isabell's, understanding of the interactions of content knowledge, technological knowledge, and pedagogical knowledge resulted in integration of the technology in ways that did not always enhance the science content learning.

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 a follow - up study, Sherin and van Es (2009) identified three primary research agendas for the use of video in supporting teacher learning: increasing pedagogical repertoire, developing content knowledge for teaching, and «learning to notice» important features of classroom interactions.

Educators» TPACK, or technology integration knowledge, is operationalized when they identify an effective combination of curriculum content, a particular pedagogical approach, and a use of a technology tool or resource to support the learning experience.

Participants will apply learning theories, content knowledge and the pedagogical repertoire of skills acquired in the MAT / ME general education courses and specific special education courses.

It requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students» prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.

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

The teacher candidates noted that they also benefited from seeing how such a learning environment could be structured so that student learners are allowed control over their learning (technological content knowledge), the use of acronyms to guide procedural knowledge development (technological pedagogical knowledge), and the level of technical skills required to teach with technology (technological knowledge)-- all of which increased their own teacher knowledge about teaching with technology (Figg & Burson, 2009).

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 lLearning, 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 learninglearning.

This approach takes into account that many school districts provide classroom teachers with limited face - to - face professional development time to learn new content knowledge and pedagogical approaches for teaching with geospatial technologies.

Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.

Embedded supports must be included within the curriculum in the form of educative materials — features of curriculum materials designed to support teacher pedagogical content knowledge in addition to student learning (Davis & Krajcik, 2005).

It requires the development of a mix of subject matter content knowledge, knowledge of various means for how students learn that content, and pedagogical knowledge regarding ways to teach the subject matter content.

Teachers» technological pedagogical content knowledge and learning activity types: Curriculum - based technology integration reframed.

This article describes experiences from a professional development project designed to prepare in - service eighth - grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I.

The purpose of this task was not only to require the teachers to learn new technological practices, but also have them adjust their current information technology use and integrate these new practices into their existing pedagogical and content knowledge practices.

TPACK or technology integration knowledge is operationalized when educators identify an effective combination of curriculum content, a particular pedagogical approach, and a technology tool or resource that supports the learning experience.

But for technology to become an integral component or tool for learning the subject, teachers must also develop «an overarching conception of their subject matter with respect to technology and what it means to teach with technology — technology pedagogical content knowledge (TPCK)» (Niess, 2005, p. 510).

Results revealed the need to provide teachers with opportunities to develop and explore an integration of technological, pedagogical, and content knowledge in the teaching and learning of algebra.

Expanding on Shulman's (1986) definition of pedagogical content knowledge, technological pedagogical content knowledge implies that pedagogy, content, and technology are not separate entities, but a complex system that supports the learning process (Mishra & Koehler, 2006).

In this clip, learn more about the missing paradigm — pedagogical content knowledge — as the «essence of great teaching.»

At the heart of the continuum is National Board Certification, a process designed for teachers to demonstrate, through standards - based evidence, the positive impact they have on student learning as a result of their deep and abiding understanding of students, content knowledge, pedagogical practice, ongoing reflection and participation in learning communities.

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.

Teaching and learning with computers in schools: The development of instructional technology pedagogical content knowledge.

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.