Sentences with phrase «pedagogical content preparation»

Not exact matches

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.

Therefore, after selecting teachers with the appropriate background content and pedagogical content knowledge and skills (addressing weaknesses as necessary), experienced practitioners noted that a preparation program for teacher leaders should develop and strengthen their abilities to serve as leaders.

In the interview, the authors explain that since Lee Shulman's concept of pedagogical content knowledge (PCK) was introduced in the 1980s, it has thoroughly permeated teacher preparation, but it does not explicitly link PCK to equity concerns.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

The teacher's demonstrated pedagogical skills, including at least a special determination concerning the teacher's knowledge of his or her subject area and the ability to impart that knowledge through planning, delivering rigorous content, checking for and building higher - level understanding, differentiating, and managing a classroom; and consistent preparation to maximize instructional time.

This increased comfort with various media, in turn, supports the development of preservice teachers» technological pedagogical content knowledge during teacher preparation.

With specific content, teacher - preparation programs would know exactly what content and pedagogical knowledge teachers need.

Lastly, the need to work effectively with technology as English teachers supports efforts to develop preservice teachers» technological pedagogical content knowledge during university preparation.

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.

Pedagogical content knowing: An integrative model for teacher preparation.

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.

Teacher preparation programs can do some of these things both in terms of instilling pedagogical and content knowledge, but again, it takes actual classroom practice and strong mentoring to make a really great teacher.

Teacher preparation programs and undergraduate institutions should provide students with high - quality, rigorous coursework aligned with the pedagogical skills and content knowledge proven to influence their students» future success.

The challenge for mathematics teacher educators is to identify teacher preparation and professional development programs that lead toward the development of technology pedagogical content knowledge (TPCK).

Much of the literature on teacher preparation for successful integration of technology into classrooms has focused on enhancing technological, pedagogical, and content knowledge (Clark, Zhang, & Strudler, 2015; Mishra & Koehler, 2006), and slow and ineffective technology implementation has often been attributed to a lack thereof.

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.

As educator preparation rises to the challenge of producing the next generation of educators, being responsive to student needs means preparing educators to select content and pedagogical methods that support the actualization of curriculum objectives.

The Secretary's report is especially critical of the present system of teacher certification and the degree to which it is overly beholden to the traditional route to preparation through the colleges of education with their emphasis on pedagogical instruction versus academic content.

Specifically, as a model, NTU would ensure the presence of three critical aspects of teacher preparation: (1) content knowledge, (2) pedagogical methods and theory, and (3) teaching experience and mentorship.