scholarly journals Teacher subject matter knowledge for the meaningful transition from arithmetic to algebra

2021 ◽  
Vol 5 (4) ◽  
pp. 172-188
Author(s):  
Pınar Yıldız ◽  
İ. Elif Yetkin Özdemir
Keyword(s):  
Subject Matter ◽  
Subject Matter Knowledge

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>

scholarly journals Tematikken i veiledningssamtaler: forgrunn og bakgrunn

2016 ◽  
Vol 10 (3) ◽  
pp. 1
Author(s):  
Sissel Østrem
Keyword(s):  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Mentor Teacher ◽  
Research Questions ◽  
Point Of Departure

Denne artikkelen setter søkelys på fagdidaktikkens plass i veiledningssamtaler med lærerstudenter og nyutdannede lærere. Utgangspunktet er to studier der tematikken i veiledningssamtaler ble undersøkt gjennom språkets utpekende funksjon. Orientering rundt fagdidaktikk var lite framtredende i disse samtalene, og i stedet dominerte generelle didaktiske spørsmål. Forskningsspørsmålene innebærer en undring over hvorfor forhold ved fagene ikke blir tydeligere uttrykt i yrkesfaglig veiledning, og samtidig stiller jeg spørsmål om hvordan veiledning eventuelt kan bidra til at fagdidaktiske spørsmål blir belyst. Jeg hevder at noviser trenger hjelp til å rette blikket mot vesentlige spørsmål som gjelder yrkesutøvelsen, der også fagdidaktikk må inngå. En mer pågående veilederrolle enn det som ser ut til å være dagens praksis, blir av den grunn foreslått og diskutert.Nøkkelord: yrkesfaglig veiledning, læringspotensial, didaktikk, fagdidaktikk, språkets utpekende funksjon, veilederrollenAbstractThis article highlights subject matter knowledge in mentoring conversations and takes its point of departure in two studies where the topics in mentoring conversations were investigated through the use language. General didactic concerns dominated the conversations at the expense of themes related to subject matter. Astonishment about this fact led to the research questions focusing on the reasons for the lack of concerns about subject matter knowledge in mentoring. How mentoring eventually can contribute in giving subjects, a more prominent position in such conversations is discussed. Novices need help to keep the importance of subject matter knowledge in mind when discussing the most substantial questions in teaching. A more dynamic mentor role is suggested and discussed.Key words: mentoring, didactics, role of mentor teacher

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>

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