Considering pedagogical content knowledge in the context of research on teaching: An example from technology

Alister Jones, Judy Moreland

Abstract


When thinking about teaching, the pedagogical content knowledge of teachers cannot be ignored. We argue that pedagogical content knowledge is a major determiner of teaching practice and is central to teachers’ curriculum decision-making at the classroom level. This paper takes a sociocultural perspective on the importance of developing teachers’ pedagogical content knowledge. From our classroom-based research in technology education and the past research we propose a model of pedagogical content knowledge with seven characteristics that we believe are important for effective teaching.

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DOI: 10.15663/wje.v20i3.224

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© Wilf Malcolm Institute of Educational Research, Te Kura Toi Tangata Faculty of Education, 2015