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ERIC Number: EJ1054549
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0574
The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education
Mecoli, Storey
Journal of Education, v193 n3 p21-27 2013
Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK than novice teachers without this coursework. Beginning with this assertion, this review presents studies on preservice teacher education, specifically in science, mathematics, and technology that had at their core the question: "How do prospective teachers acquire pedagogical content knowledge through their coursework?"
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: bujed@bu.edu; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A