Examining Pedagogical Content Knowledge: The Construct and its Implications for

Description: Examining Pedagogical Content Knowledge by Norman G. Lederman, Julie Gess-Newsome Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. FORMAT Hardcover LANGUAGE English CONDITION Brand New Publisher Description Since its emergence, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975. This text summarizes the theory, research and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programmes. The authors are prominent educators representing a variety of subject matter areas at primary and secondary levels. Although the focus of the text is science education, it should provide useful reading for any individuals with interests in professional teacher education. Table of Contents Pedagogical Content Knowledge: An Introduction and Orientation.- The Literature.- The Complex Nature and Sources of Teachers Pedagogical Knowledge.- Secondary Teachers Knowledge and Beliefs about Subject Matter and their Impact on Instruction.- Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching.- Domains of Teacher Knowledge.- Emerging Lines of Research in Science Teacher Education.- Assessment and Measurement of Pedagogical Content Knowledge.- Changing Our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science.- Reconceptualizing Secondary Science Teacher Education.- Pedagogical Content Knowledge and Co-Participation in Science Classrooms.- Impacts of PCK on the Development of Science Teacher Education Programs.- Constructing a Framework for Elementary Science Teaching Using Pedagogical Content Knowledge.- Incorporating Subject Matter Specific Teaching Strategies into Secondary Science Teacher Preparation.- The Triad Approach: A Consensus for Science Teaching and Learning. Review "...contains useful references...and clear, brief summaries of much significant PCK research. Recommended for graduate and research collections." Choice, 38:8 (April 2001) Long Description Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975. This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education. Review Text ...contains useful references...and clear, brief summaries of much significant PCK research. Recommended for graduate and research collections. Choice, 38:8 (April 2001) Review Quote "...contains useful references...and clear, brief summaries of much significant PCK research. Recommended for graduate and research collections." Choice, 38:8 (April 2001) Feature Includes supplementary material: sn.pub/extras Details ISBN0792359038 Short Title EXAMINING PEDAGOGICAL CONTENT Language English ISBN-10 0792359038 ISBN-13 9780792359036 Media Book Format Hardcover Series Number 6 Year 1999 Place of Publication Dordrecht Author Julie Gess-Newsome Edited by Norman G. Lederman Publisher Springer Pages 307 Subtitle The Construct and its Implications for Science Education Imprint Springer Country of Publication Netherlands DOI 10.1023/b120957 Edition Description 1999 ed. Series Contemporary Trends and Issues in Science Education Edition 1999th Publication Date 1999-09-30 Alternative 9781402002755 DEWEY 507.1 Illustrations XII, 307 p. Audience Undergraduate We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:96245679;

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