August 1st, 2011 | RESEARCH
Debate surrounding the definition of pedagogical content knowledge (PCK) has limited its use in guiding teacher practice and teacher education. To help trainees acquire the unique skills of expert teachers in translating content for learners, this paper argues that an explicit focus on PCK (rather than an emphasis on subject matter knowledge) is needed.
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Heather King, Author, King’s College LondonRelated URLs
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Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Research Brief