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ERIC Number: EJ1130091
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2469-9896
EISSN: N/A
Exploring the Role of Content Knowledge in Responsive Teaching
Goodhew, Lisa M.; Robertson, Amy D.
Physical Review Physics Education Research, v13 n1 p010106-1-010106-24 Jan-Jun 2017
In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within their students' thinking. We suggest an approach to teacher education that draws on the historical wisdom of the physics education research community, in which teachers develop content knowledge and then practice using that knowledge to listen and respond to student thinking.
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL122732; NSFDRL0732233; NSFDRL0733613; NSFDRL0455711