Teachers of Substance: Subject Matter Knowledge for Teaching

By Pam Grossman, S. M. Wilson, L. Shulman. 2005

557 citations recorded by the source corpus.

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Citations in the corpus

Preservice Elementary Teachers’ Beliefs About Science Teaching (2008, background): “Thus, if they fail to achieve necessary conceptual change, it becomes difficult for them to incorporate new teaching techniques into their teaching repertoire, especially when they feel uncomfortable or uncertain about their abilities to apply different methods, assessment, and management strategies”
Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable (2007, background): “Such research failed to establish a clear relationship between knowledge and student achievement ( Grossman, Wilson, & Shulman, 1989 ).”
The development of science teachers' knowledge on models and modelling: promoting, characterizing, and understanding the process (2005, background): “…by applying them — as advocated as necessary conditions for the occurrence of teacher development in the literature (see, for instance, Bell and Gilbert 1996, Birman et al. 2000, Borko and Putnam 1996, Davis 2003, Grossman 1990, Grossman et al. 1989, Loughran 2003, Munby et al. 2001, Schön 1987).”
Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning (2005, background): “There is an ever-widening consensus among educators, education organizations, and reform documents (for example, Abd-El-Khalick and BouJaoude 1997, Grossman et al. 1989, NRC 1996, 2000, National Commission on Mathematics and Science Teaching for the 21st Century 2000, Shulman 1986, 1987) that deep…”
Conceptualising Teachers’ Mathematical Knowledge in Teaching (2011, background): “... to generic pedagogic factors such as wait time and time on task: “How do teachers decide what to teach, how to represent it, how to question students about it and how to deal with problems of misunderstanding?” His work with secondary teachers of English, biology, mathematics and social studies ”
Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “For decades, researchers have studied the knowledge base of teachers across the academic disciplines (e.g., Clark & Peterson, 1986; Lampert, 1988; Thompson, 1992; Wilson & Wineburg, 1988) and empirically found that teachers differ greatly in their disciplinary content knowledge, and that these diffe”
Reshaping Teaching and Learning: The Transformation of Faculty Pedagogical Content Knowledge (2006, background): “Grossman et al. (1989) identified two components that facilitate the transformation process.”
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003, unknown): “Researchers attempting this task have concluded as much; Grossman, Wilson & Shulman (1989: 31), for example, set out to study what they perceived as teacher knowledge.”
What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views (2018, background): “Gudmundsdottir (1991) described this transformation as a ―reorganization [of content knowledge] that derives from a disciplinary orientation‖ (p. 412) and Grossman et al. (1989) designated it as ―translat[ing] knowledge of subject matter into instructional representations‖ (p. 32).”
Extract from new understandings of teachers' pedagogic knowledge 1 (2005, background): “This complex analysis has spawned a plethora of subject-specific research (eg, Leinhardt & Smith, 1985 ; Wilson & Wineberg, 1988 ; Grossman et al , 1989 ; McDiarmid et al , 1989 ).”
Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, background): “Grossman et al. (1989) expressed that teacher educators should provide opportunities for teachers to recognize and investigate their beliefs about teaching lesson content. Donahue (2003) said that teachers’ beliefs impact on the acceptance of new methods and have a key role in teacher development.”
Content Knowledge for Teaching (2008, unknown): “The first of the three, content knowledge, includes knowledge of the subject and its organizing structures ( Grossman, Wilson, & Shulman, 1989; Shulman, 1986b, 1987; Wilson, Shulman, & Richert, 1987).”