Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education
By Marie Evens, Jan Elen, Charlotte Larmuseau, Fien Depaepe. Teaching and Teacher Education : An International Journal of Research and Studies, 2018
86 citations recorded by the source corpus.
Abstract The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/95956802f97cf1acdb8e183624a56081d1e91a82
How researchers see this paper
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In Education
- Julian Roelle
- Matthias Nückles
- Julia Waldeyer
- Inga Glogger-Frey
- Alexander Renkl
- Fred Paas
- Tamara van Gog
- Roxana Moreno
In Sociology and Political Science
Citations in the corpus
- The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020, background): “3 In the teacher education literature, there is great consensus that content knowledge, pedagogical content knowledge, and pedagogical knowledge are regarded as the most important types of knowledge for effective teaching (e.g., Shulman 1987; Evens et al. 2018).”