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The Generic Nature of Pedagogical Content Knowledge among College Professors.
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Fernandez-Balboa, Juan-Miguel; Stiehl, Jim – Teaching and Teacher Education, 1995
This study explored the kinds of interpretive frameworks that university professors used in constructing and implementing pedagogical content knowledge (PCK) in order to understand better the generic nature of PCK. Phenomenological interviews with professors who were recognized as experienced teachers indicated that they constructed and used…
Descriptors: College Faculty, Course Content, Higher Education, Knowledge Base for Teaching
Relations Between Teachers' Subject Matter Knowledge, Teaching Experience and their Mental Models of Children's Minds and Learning.
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Strauss, Sidney; Ravid, Dorit; Magen, Nicole; Berliner, David C. – Teaching and Teacher Education, 1998
Examined relations between Israeli teachers' subject matter knowledge (SMK), teaching experience, and espoused mental models (MMs) about children's learning. The SMK tested was English "wh-" constructions. Seventh-grade teachers were classified on subject matter tasks to have high or low SMK. Interviews examined their MMs. Despite…
Descriptors: Foreign Countries, Intermediate Grades, Junior High Schools, Knowledge Base for Teaching
Teachers' Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective.
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Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D. – Teaching and Teacher Education, 2000
Surveyed experienced Dutch secondary school teachers regarding their professional identities, examining ways that they saw themselves as subject matter experts, didactical experts, and pedagogical experts. Surveys indicated that most teachers saw their professional identity as consisting of a combination of the distinct aspects of expertise.…
Descriptors: Foreign Countries, Knowledge Base for Teaching, Knowledge Level, Pedagogical Content Knowledge
Teachers' Personal Practical Knowledge on the Professional Knowledge Landscape.
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Connelly, F. Michael; Clandinin, D. Jean; He, Ming Fang – Teaching and Teacher Education, 1997
A case study of a Chinese teacher educator illustrates one method of researching the development and expression of teachers' personal practical knowledge by collecting fieldnotes, interviews, conversations, journals, autobiographies, stories, personal artifacts, oral histories, letters, and chronicles. Analyzing this information involves…
Descriptors: Action Research, Case Studies, Educational Research, Foreign Countries
Preservice Elementary Teachers' Views of Pedagogical and Mathematical Content Knowledge.
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Foss, Donna H.; Kleinsasser, Robert C. – Teaching and Teacher Education, 1996
Observations and interviews with preservice elementary teachers examined their beliefs, conceptions, and practices and their views of mathematical and pedagogical content knowledge, noting whether they changed during a mathematics methods course. Results revealed symbiotic relationships between their views of content knowledge and their…
Descriptors: Classroom Techniques, Cognitive Processes, Elementary Education, Elementary School Mathematics