Not exact matches
«This approach recognises that the child comes to school with
knowledge of another
language, that it is a huge resource not just for that child but for the other children in that class if teachers were equipped to use that
pedagogical strategy.
As Hammond and Manfra (2009) described in their discussion
of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common
language to discuss the integration
of technology into instruction and builds upon the concepts
of pedagogical content
knowledge, [as well as] teacher as curricular gatekeeper» (p. 160).
It provides a common
language to discuss the integration
of technology into instruction (Koehler & Mishra, 2008) and builds upon the concepts
of pedagogical content
knowledge (Shulman, 1987) and teacher as curricular «gatekeeper» (Thornton, 2001a, 2001b).