The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc

Developing Pre-service Teachers’ Pedagogical Content Knowledge

Jan H. van Driel Amanda K. Berry

Introduction

In his presidential address to the American Educational Research Association in 1985, Lee Shulman introduced the concept of pedagogical content knowledge (PCK) to emphasize the importance of subject matter in teaching and learning processes. Shulman argued that teachers need PCK to transform particular subject matter in ways that enable, and promote, student learning (Shulman, 1986). PCK is the knowledge that distinguishes teachers of subject matter from other subject matter experts. In Shulman's conception of PCK, two components are central, that is, knowledge of strategies to represent specific subject matter (e.g., through schemes and analogies) and knowledge of students learning, or failing to learn ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles