Those Who Understand: Knowledge Growth in Teaching
1986/02/01 by LEE S. SHULMAN, Lee S. Shulman · 1 voice · 114 citations
Social Sciences · #Education and Teacher Training #Higher Education Teaching and Evaluation #Teacher Education and Leadership Studies
paper · doi:10.3102/0013189x015002004
Abstract
Esta investigación tiene como propósito analizar algunos referentes teóricos sobre la Filosofía de las Matemáticas (FM) y el conocimiento del profesor de Matemáticas (CPM), con el fin de presentar evidencias de la articulación e integración de la FM en los modelos del CPM en función del quehacer docente, particularmente el sugerido por Stacey (2008). Por lo anterior, se sistematizan y describen los planteamientos de algunas fuentes bibliográficas referentes a la FM y a los modelos del CPM con la intención de aportar información sobre la relación que hay entre la Didáctica de las Matemáticas (DM), la FM, y el CPM.
Cited by
- A Systemic View of Implementing Data Literacy in Educator Preparation
- Teacher questioning in science classrooms: Approaches that stimulate productive thinking
- Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program
- Teacher use of evidence to customize inquiry science instruction
- To customize or not to customize? Exploring science teacher customization in an online lesson portal
- Preliminary evidence of key factors in successful flipping: predicting positive student experiences in flipped classrooms
- Using interpretative meta-ethnography to explore the relationship between innovative approaches to learning and their influence on faculty understanding of teaching
- Students' and teachers' conceptions of the nature of science: A review of the research
- Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms
- Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods
- Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?
- Multilingualism and Language Teacher Development: Knowledge, Need, and Confidence
- Conceptualizing Teacher Professional Learning
- TPACK in context: An updated model
- Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
- Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education
- Astronomers Engaging with the Education Ecosystem: A Best-Evidence Synthesis
- Teachers’ beliefs and experiences regarding collaboration across language subjects
- Individual differences in beginning teachers’ competencies - a latent growth curve model based on video data
- Integrated approaches in physics education: A graduate level course in physics, pedagogy, and education research
- Development of Habits Through Apprenticeship in a Community: Conceptual\n Model of Physics Teacher Preparation
- Ensino de Botânica: conhecimento e encantamento na educação científica
- Formação de professores de Química no Brasil e no mundo
- Challenges New Science Teachers Face
- Inklusionssensible Lehrer*innenbildung goes digital. Forschung, Entwicklung und Strukturbildung von digitalisierten Aus-, Fort- und Weiterbildungsangeboten an der Universität Bielefeld
- A Review of Research on EFL Pre-Service Teachers' Beliefs and Practices
- (When) do teacher professional development interventions improve student Achievement? A meta-analysis of 128 high-quality studies
- Development of Testing Methodology in Mathematics Education in the Context of Digitalization
- Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge
- Lessons from pendulums: A design comparison of three lab activities
- Development of an Artificial Intelligence Technology Pedagogical Content Knowledge (AI-TPACK) Scale for Human and AI Concurrently as Teachers
- Exploring the Structural Relationship Among Teachers’ Technostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support
- Accounting for Teacher Knowledge: Reterritorializations as epistemic suicide
- Conceptualising pedagogical content knowledge for writing through the lens of curriculum statements: A comparative case study
- What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions
- Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges
- Newly qualified teachers’ professional digital competence: implications for teacher education
- When Computer Technologies Meet the Learning Sciences
- Outdoor learning on the edge of Europe: a systematic review of practice from Ireland
- Promoting historical reasoning in inquiry-based history education: design of a professional development programme
- A Blended Course for Dental Faculty Development in Educational Design and Digital Teaching Practices
- Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning
- The demise of subject-specific teacher education in England
- Making the invisible visible: introducing the Pico site of curriculum making at Initial Teacher Education
- Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures
- Pre-service teachers' knowledge on elementary geometry concepts
- Opening up the black box: Teacher competence, instructional quality, and students’ learning progress
- TEACHER AGENCY FOLLOWING THE ECOLOGICAL MODEL: HOW IT IS ACHIEVED AND HOW IT COULD BE STRENGTHENED BY DIFFERENT TYPES OF REFLECTION
- Implicit scaffolding in interactive simulations: Design strategies to support multiple educational goals
- Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education
- Exploring the trajectory of pre-service language teachers’ perceptions of teaching and learning: visualisations, metaphors and reflective texts as anchors for narrative of change
- The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration
- How to teach for democracy? Identifying the classroom practices used by expert teachers of democracy
- Teachers’ competence in the use of technology in teaching and learning mathematics in two rural schools
- The laboratory in science education: Foundations for the twenty‐first century
- Learning to teach elementary school science as argument
- Unpacking pedagogical practices of story-driven learning in biomedical engineering education
- Epistemic rhythms in lesson assignments: exploring the interplay of diverse content and objectives in teaching materials on historical and contemporary societal issues
- How efficiently are we using our understanding of the tacit dimension of teaching?
- Language Teacher Pedagogic and Digital Literacy Development Through Virtual Peer Mentoring: A Collaborative Action Research
- Who teaches science in Alagoas? A quantitative analysis of non-specialist teaching at primary and secondary schools in Brazil
- Knowledge and Teaching:Foundations of the New Reform
- Using Computational Grounded Theory to Analyze Pre-service Chemistry Teachers’ Reflective Practice Regarding Technology Integration in Classrooms Within a Service-Learning–Oriented Seminar
- Interest of non-university teachers in educational research projects
- A wikipedia-based Authentic Task About Biodiversity in Pre-service Primary Science Teacher Education: Evaluation, Re-design and Validation of a Multidimensional Rubric for K-12 Content
- Refining criteria for civic inquiry: An analysis of inquiry design model lessons
- The Work of Teaching and the Challenge for Teacher Education
- Parsing the Practice of Teaching
- A systematic review and meta-analysis of research on mathematics and science pedagogical content knowledge: Exploring its associations with teacher and student variables
- A Framework for a Culturally Sustaining “Science of Reading”
- Análisis de los diálogos con ChatGPT del profesorado en formación durante el diseño de actividades didácticas de Química
- Exploring creative pedagogical practices in secondary visual arts programmes in Ghana
- Regenerating curriculum and pedagogy: the English experience
- Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes
- Pedagogy: Making Sense of the Complex Relationship Between Teaching and Learning
- Strengthening the Research Base That Informs STEM Instructional Improvement Efforts: A Meta-Analysis
- Revisiting TPACK: A Critical Review and Contextual Extension for the Digital Age
- How and what teachers learn: a shifting perspective
- The Hands-Up Problem and How to Deal With It: Secondary School Teachers' Experiences of Debugging in the Classroom
- Preservice Teachers’ TPACK Growth After Technology Integration Courses in Early Childhood Education
- Profissionalidade docente: da prática à praxis
- Leveraging Technology to Develop Students’ Critical Thinking Skills
- Does more teaching experience mean more expertise? A nonlinear perspective from the COACTIV study
- Selection, Generalization, and Theories of Cause in Case-Oriented\n Physics Education Research
- Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education
- Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards
- Teachers’ role in digitalizing education: an umbrella review
- “We're taking their brilliant minds”: Science teacher expertize, meta‐discourse, and the challenges of teacher–scientist collaboration
- Coach (sport) [wikipedia]
- Remediation of at-risk medical students: theory in action. [europepmc]
- Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics. [europepmc]
- Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study. [europepmc]
- Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China. [europepmc]
- On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers. [europepmc]
- Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends. [europepmc]
- An Applied Research-Based Approach to Support Chemistry Teachers during the COVID-19 Pandemic. [europepmc]
- Teacher Learning in Difficult Times: Examining Foreign Language Teachers' Cognitions About Online Teaching to Tide Over COVID-19. [europepmc]
- Teaching Back Health in the School Setting: A Systematic Review of Randomized Controlled Trials. [europepmc]
- Robot-Supported Collaborative Learning (RSCL): Social Robots as Teaching Assistants for Higher Education Small Group Facilitation. [europepmc]
- A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers' Cognitions About Form-Focused Instruction. [europepmc]
- Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation. [europepmc]
- Key Attributes of a Medical Learning Community Mentor at One Medical School. [europepmc]
- The Conceptualization of Quantitative Reasoning among Introductory Biology Faculty. [europepmc]
- Pre-service teachers' perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language. [europepmc]
- Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers' Views, Successes, and Challenges. [europepmc]
- Preliminary evidence of key factors in successful flipping: predicting positive student experiences in flipped classrooms. [europepmc]
- Personality Traits, Technology-Related Teaching Skills, and Coping Mechanisms as Antecedents of Teachers' Job-Related Affective Well-Being and Burnout in Compulsory and Higher Education Online Teaching Settings. [europepmc]
- Teachers' role in digitalizing education: an umbrella review. [europepmc]
- What factors can support students' deep learning in the online environment: The mediating role of learning self-efficacy and positive academic emotions? [europepmc]
- Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants. [europepmc]
- High performance coach cognition in the wild: using applied cognitive task analysis for practical insights-cognitive challenges and curriculum knowledge. [europepmc]
- Online teaching during the COVID-19 pandemic: exploring science/STEM teachers' curriculum and assessment practices in Canada. [europepmc]
- 'Staying Apart Yet Keeping Together': Challenges and Opportunities of Teaching During COVID-19 Across the Tasman. [europepmc]
- How do Early-career Biology Faculty Develop Pedagogical Content Knowledge? Exploring Variation and Longitudinal Development. [europepmc]
Discussions
Related