The Place of Subject Matter Knowledge in Teacher Education

2016 ◽  
pp. 423-452 ◽  
Author(s):  
Marissa Rollnick ◽  
Elizabeth Mavhunga
Keyword(s):  
Teacher Education ◽  
Subject Matter ◽  
Subject Matter Knowledge

scholarly journals Exploring Mandarin Chinese Teacher's Knowledge Base in China and the US: A Comparative Case Study

2020 ◽  
Author(s):  
Moi Mooi Lew ◽  
Liu Liu
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Knowledge Base ◽  
Mandarin Chinese ◽  
Education Program ◽  
Subject Matter ◽  
Procedural Knowledge ◽  
Teacher Education Program ◽  
Subject Matter Knowledge ◽  
The Us

Abstract This study aimed to explore Mandarin Chinese teachers’ knowledge base in two different sociocultural contexts by comparing graduate level’s Teaching Chinese As a Foreign Language (TCFL) teacher education program curricula in China and the United States. The unit of analysis included four TCFL teacher education programs in both countries. The program curricula were analyzed based on three domains of knowledge, i.e., subject matter knowledge, procedural knowledge, and contextual knowledge. The comparative study results revealed that both countries focus on different domains of knowledge. China emphasis subject matters knowledge and the US focuses more on procedural knowledge. This study suggested that the TCFL teacher education program curricula in China should modify to focus more on the processes of Chinese second language teaching. The findings also asserted that the US’s TCFL teacher education curricula should focus more on the Chinese language subject matter knowledge so that graduates possess in-depth content knowledge to handle students’ misconceptions in second language acquisition. Mandarin Chinese teachers in both countries possess different domains of knowledge.

Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective

2018 ◽  
Vol 24 (1) ◽  
pp. 71-81 ◽  
Author(s):  
Le Van Canh
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Language Teacher Education ◽  
Pedagogical Content ◽  
Knowledge Of Learners

Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers’ competence to teach responsively is desired.

scholarly journals The Effects of 10-hr Construction Outreach Training: Knowledge Retention and Practical Application

2015 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Koshy Koshy ◽  
Mitchel A. Rosen ◽  
Michael Presutti ◽  
Mehul A. Patel
Keyword(s):  
Subject Matter ◽  
Knowledge Retention ◽  
Subject Matter Knowledge ◽  
Practical Application ◽  
Specific Training ◽  
Safety And Health ◽  
Subject Areas ◽  
Effectiveness And Efficiency ◽  
Training Institute

<p>Many states and municipalities today require the completion of <em>10-hr Construction Outreach Training</em> as a prerequisite for entrance into jobsites. Over 500,000 workers received the OSHA Construction Outreach Training in FY 2013. Rutgers OSHA Training Institute Education Center (OTIEC) recruited a cohort of Construction Outreach Trainers to administer a survey to their students to identify their motivations for attending the trainings, the knowledge gained in certain subject areas and how the students expected to practically apply the knowledge gained in the training to actual worksites. A majority of the over 600 students participating in the study demonstrated a significant depth in subject matter knowledge and practical ability to connect hazard controls to effectively mitigate risks. Students were able to identify deficiencies at their workplaces regarding the lack of hazard-specific training and various administrative controls. This study also identified several issues concerning the length of time trainers currently allocate for the safety and health topics and some strategies to realign these durations to maximize the effectiveness and efficiency of various trainings.</p>

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