Sentences with phrase «pedagogical knowledge needed»

Specifically, this study supported the notion that asynchronously conducted discussions, even in face - to - face courses, support students in acquiring and refining their content and pedagogical knowledge needed to teach literacy.

If you have the background, i.e., a degree in a scientific or technical subject, and have acquired or are willing to acquire the linguistic and pedagogical knowledge needed to teach EST, then there are certainly opportunities out there, and a university EST post can be quite well paid.

Not exact matches

To make the congregation a central concern for theological education, we need a new pedagogical strategy that assumes that theology is a form of practical knowledge.

«Some of them were saying it sharpened their knowledge around the pedagogical framework, why the steps within ASOT were really important and the skillsets that were needed by the students.

Teachers need their own version of boards — a rigorous set of requirements that would include exams of content and pedagogical knowledge, observations of teaching, and examinations of students» work — which would certify teachers as having successfully completed their training and earned their membership into a demanding and highly skilled profession.

The TPACK (Technological Pedagogical Content Knowledge) framework lays out the knowledge that educators need in order to successfully integrate technology into their Knowledge) framework lays out the knowledge that educators need in order to successfully integrate technology into their knowledge that educators need in order to successfully integrate technology into their teaching.

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.

The actual, factual knowledge to be undertaken may be subject specific, but the pedagogical skills needed to implement it are shared.

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).

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.

After certification, new teachers need special science - specific teaching support during their first years of teaching to enable them to apply their science and pedagogical knowledge and skills successfully.

Educators should select appropriate instructional activities and materials, including technology, based on factors such as curriculum standards, students» needs, preferences, prior knowledge, and skill levels, and effective pedagogical practices and contextual factors such as time and available resources (Harris & Hofer, 2009; Kennedy & Deshler, 2010; King - Sears & Emenova, 2007).

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.

This finding demonstrates a need for teacher professional development at every educational level (e.g., preservice and in - service) to not only model best practices that employ technology but also seek ways to develop teachers» technological pedagogical content knowledge (TPCK, or technology, pedagogy, and content knowledge [TPACK]-RRB-.

As learning demands grow, so does the need for teachers and administrators to stay current with new knowledge and new pedagogical practices.

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.

The rapid expansion of available technological tools has prompted scholarly discourse about how Shulman's (1987) construct of pedagogical content knowledge might be built upon to help describe the sort of knowledge teachers need for teaching with technology.

Congress should establish within the Elementary and Secondary Education Act a federal definition for a «highly effective teacher» that includes criteria, such as but not limited to knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.

States and districts should include multiple measures of performance, including but not limited to input measures such as evidence of a teacher's knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.

Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers» development of this portion of the knowledge base for teaching.

In determining what teachers need to know, Shulman (1987) describes four areas as essential: general pedagogical knowledge (how to teach), content knowledge (science), pedagogical content knowledge (how to teach science), and disciplinary knowledge (inquiry and scientific processes).

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.

If the focus is mainly on content and pedagogical content knowledge, single subject PLCs allow teachers to have a similar knowledge base, as well as common needs and common experiences.

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.

To teach, teachers need to have developed an integrated knowledge structure that incorporates knowledge about subject matter, learners, pedagogy, curriculum, and schools; they need to have developed a pedagogical content knowledge, or PCK, for teaching their subjects.

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.

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.

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.

As technology becomes entwined in classrooms and schools, it will become braided into pedagogical knowledge, content knowledge, and pedagogical content knowledge such that the focus on technology will no longer be needed.

Second, teachers need to know skills and strategies that help students learn, called pedagogical knowledge (PK).

In the spirit of Dewey, candidates need substantive experiences that transform their theoretical learning into pedagogical knowledge.

Why wouldn't the folks involved in this «collaboration» reach out to local experts who could have provided much needed knowledge and advice on music teaching and learning, pedagogical approaches, and school music practices?