Transforming subject‐matter knowledge: the role of pedagogical content knowledge in learning to reflect on teaching

1993 ◽  
Vol 15 (6) ◽  
pp. 673-683 ◽  
Author(s):  
Arthur N. Geddis
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Pedagogical Content

Designing Meaningful Instruction

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Instructional Design ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Self Assessment ◽  
Relevant Feedback ◽  
Pedagogical Content ◽  
Learning Plan ◽  
Instructional Context

The chapter outlines and discusses many steps in instructional design as well as assessing its effectiveness. The role of knowledge of subject matter, pedagogy, how students learn, and instructional context is stressed. The six challenging questions relating to pedagogical content knowledge are presented and discussed. Designing instruction is a temporally backward process, in that the first step is to determine the desired outcomes. The reader is taken through the three major stages of planning instruction: defining outcomes, planning assessment, and designing the learning plan. The importance of timely and relevant feedback is stressed. Teacher self-assessment is key as well. The author states that the height of professionalism is the consistent willingness to evolve for the students’ benefit.The chapter concludes with a detailed sample lesson project.

scholarly journals What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge

2016 ◽  
Vol 6 (2) ◽  
pp. 241 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Past Research ◽  
Vital Role ◽  
Subject Matter Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

<p>This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. <span style="font-size: 10px;">This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.</span></p>

Validating Measures of Algebra Teacher Subject Matter Knowledge and Pedagogical Content Knowledge

2012 ◽  
Vol 17 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Rebecca E. Buschang ◽  
Gregory K. W. K. Chung ◽  
Girlie C. Delacruz ◽  
Eva L. Baker
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Pedagogical Content

scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE MAHASISWA PENDIDIKAN FISIKA UNIVERSITAS JAMBI PADA PRAKTIK LAPANGAN PERSEKOLAHAN

EduFisika ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 23-31
Author(s):  
M Hidayat ◽  
Rahma Dani ◽  
Neneng Lestari
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Student Understanding ◽  
Subject Matter Knowledge ◽  
Instructional Objective ◽  
Pedagogical Content

Penelitian ini bertujuan untuk mendeskripsikan kemampuan pedagogical content knowledge mahasiswa Pendidikan Fisika Universitas Jambi yang mengikuti Praktik Lapangan Persekolahan (PLP). Jenis penelitian ini yaitu penelitian survey. Populasi penelitian ini mahasiswa yang sedang mengikuti PLP sebanyak 85 orang. Jumlah sampel yang digunakan 20% dari populasi. Data dikumpulkan menggunakan kuisioner. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa kemampuan Pedagogical Content Knowledge mahasiswa berada pada kategori baik. Aspek pedagogical content knowledge terdiri dari subject matter knowledge, instruction representation and strategies, instructional objective and context dan knowledge of student understanding.

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