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ERIC Number: ED331807
Record Type: RIE
Publication Date: 1991-Apr-3
Pages: 18
Abstractor: N/A
Reference Count: N/A
The Development of Teachers' Pedagogical Content Knowledge.
DeRuiter, James A.
Teachers' pedagogical content knowledge (PCK) may be regarded as developing through several major phases that require time and guided practice. This paper describes a graduate class titled "Learning and Development in Exceptional Individuals" in which teachers learn about pedagogy and tie it to content teaching as they work with children. The course is structured to be consistent with Piagetian and Vygotskian concepts of the nature of learning and is closely linked to a holistic view of teaching. The interactive teaching approach used in the course recognizes that knowledge is constructed in a social context where each individual's learning is significantly affected by the ideas and actions of others. The paper also describes proposed phases of teachers' development and some characteristics of each phase based on analysis of video tapes of the teachers working with children, teachers' written comments, and follow-up interviews with the teachers. As these information sources have not yet been completely analyzed, the assertions about the data are tentative. It is suggested, tentatively, that teachers may be helped to develop PCK if they: (1) make their epistemology explicit; (2) study students' specific thinking and learning strategies; and (3) understand learning as a holistic process that proceeds through qualitative transformations or phases. (Author/AMH)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Knowledge; Vygotsky (Lev S)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 2-6, 1991).