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ERIC Number: EJ821353
Record Type: Journal
Publication Date: 2005-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1354-0602
Elaborating Pedagogical Content Knowledge: What It Means to Know Students and Think about Teaching
McCaughtry, Nate
Teachers and Teaching: Theory and Practice, v11 n4 p379-395 Aug 2005
The purpose of this study was to examine how a teacher understood her students and then thought and made decisions about content, curriculum and pedagogy. Pedagogical content knowledge (PCK) and Deweyan philosophies of experience and education provided the theoretical frameworks. Data were collected through observations (N = 38) and interviews (N = 38) over four months and analysed using constant comparison. Findings indicated that this teacher possessed a broad repertoire of knowledge about students that she used to think and make decisions about content, curriculum and pedagogy. The connections between knowing students and thinking about teaching were more sophisticated and interconnected than is typically recognized or articulated in teacher knowledge literature. Three themes are used to explain how this teacher understood her students' emotional and social lives in and out of her classroom, and ways it influenced her thinking and teaching. The discussion centers on the need for more comprehensive analyses of teachers' pedagogical content knowledge.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A