Citation Context

...weaving of many kinds of specialized knowledge. In this way, teaching is an example of an illstructured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts (Mishra, Spiro, & Feltovich, 1996; Spiro & Jehng, 1990). Teachers practice their craft in highly complex, dynamic classroom contexts (Leinhardt & Greeno, 1986) that require them constantly to shift and evolve their understanding. Thus, effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains (Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology. The Challenges of Teaching With Technology Teaching with technology is complicated further considering the challenges newer technologies present to teachers. In our work, the word technology applies equally to analog and digital, as well as new and old, technologies. As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in...

Citation Context

...teaching — “asblind spot with respect to content that characterizes most research on teaching, and as asconsequence, most of our state-level programs of teacher evaluation and teacherscertification” (=-=Shulman, 1986-=-b, p. 8). At the same time, however, Shulman made it clear thatsthe general categories were crucial and that an emphasis placed on content dimensions ofsteacher knowledge was not intended to denigrate...

Citation Context

...e.sThe consequence is that biology, wherever it isstaught, is more likely to be taught by a specialist with enthusiasm and interest and, as we (Osborne &sSimon, 1996) and others (Turner-Bisset, 1999; =-=Shulman, 1986-=-) have shown, teacher subject knowledgesis a determinant of effective teaching.sAs Tobin and Fraser (1988), in their study of American teachersspoint out:-s„because teachers did not have the content k...

Citation Context

...dge, practitioners often are interested in making connections. Researchers have identified many kinds of teacher knowledge—content knowledge, pedagogical knowledge, and pedagogical content knowledge (=-=Shulman, 1986-=-). There also is knowledge of students—what they know and how they learn. In practitioner knowledge, all of these types of knowledge are intertwined, organized not according to type but according to t...

Citation Context

...rial and subject matter routines have a metacognitive ability to use that knowledge flexibly when the context varies, and when they are coached by informed supervisors. The question remains: What conditions exist within a given program to foster such learning contexts, and how can they be extended to reach more than a few preservice teachers? A related question to program structure is program content. What should new teachers learn? What knowledge of teaching is prerequisite to subsequent learning? Although a definitive knowledge base for teaching does not yet exist (Richardson-Koehler, 1987; Shulman, 1986), there appear to be at least three overlapping areas that comprise teaching knowledge bases: (a) subject matter—both content and subject-specific pedagogy, (b) general pedagogy or management and instruction, and (c) the ecology of learning in classrooms. Subject Pedagogy It seems obvious that teachers must know both the content of the subjects that they will teach and how to translate that content to students. Shulman and his associates (cf. Shulman, 1986; Wilson, Shulman, & Richert, 1987) have written extensively about the importance of pedagogical content knowledge in learning to teach. Wha...

Citation Context

...at have been traditionally regarded as “teaching” rather than “learning” activities, CSILE can promote the higher levels of knowledge that are associated with being able to teach what one has learned =-=[26]-=-. CONCLUDING REMARKS Students in grades five and six used CSILE daily for almost eight months. Students used the system to elaborate models and hypotheses, to delve into difficult texts, to seek deepe...

Citation Context

...s for a knowledge base of teaching" (p. 4).sThe other is his 1985 presidential address to the American Educational Research Association, where he advanced the notion of pedagogical content knowledge (=-=Shulman, 1986-=-b).sIn the former piece, Shulman sets out the broad categories of knowledge required for teaching, while in the latter, he focuses upon a few of the categories dealing with content and pedagogical kno...

Citation Context

...duct research had largely been abandoned by the 1990s: Causal connections were difficult to verify, and a new interest in a holistic approach to research on teaching spurred new programs of research (=-=Shulman, 1986-=-a). Changing conceptions of teaching and learning moved the research focus to inquiry or problem-based learning in which the complexities of teacher and student behaviors are less amenable to the tech...