survey of recent literature on teachers" subject matter knowledge
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survey of recent literature on teachers" subject matter knowledge by Mary M. Kennedy

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Published by National Center for Research on Teacher Education in East Lansing, Mich .
Written in English

Subjects:

  • Teachers.,
  • Teaching.

Book details:

Edition Notes

StatementMary M. Kennedy.
SeriesIssue paper / National Center for Research on Teacher Education -- 90-3, Issue paper (National Center for Research on Teacher Education (U.S.)) -- 90-3.
ContributionsNational Center for Research on Teacher Education (U.S.), United States. Office of Educational Research and Improvement.
The Physical Object
Pagination21 leaves. --
Number of Pages21
ID Numbers
Open LibraryOL18501340M

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The purpose of this study was to investigate whether intentional vocabulary learning, incidental vocabulary learning, or a combination of the two best prepares students for learning and retaining.   A teacher’s professional knowledge refers to their subject-matter knowledge, In their study of 31 teacher preparation programs designed to prepare teachers for the New York City School District, Boyd et al. The analysis that follows draws on the existing body of literature on teacher effectiveness, which identified key teacher factors Cited by: 4. Research has indicated that experts' subject matter knowledge Ryan S. Nixon, Kathleen M. Hill, Julie A. Luft, Secondary Science Teachers’ Subject Matter Knowledge Development Across the an email within 10 minutes, your email address may not be registered, and you may need to create a new Wiley Online Library account. Request Username Cited by: 4. The project had a massive impact on my knowledge of children’s books which was previously over-reliant on Dahl! Now I’m using a range, including picture books, poetry, choose your own adventure, comedy, mystery and multicultural literature and have a large bank of books I can use and recommend.

deepen, or change their understanding of their subject matter for teaching depends on the personal understandings of the subject matter they bring with to the classroom (Wilson and Wineburg, ). Teachers’ knowledge of subject matter affects their ability to answer questions from their students. Competing visions of teacher knowledge: Proceedings from an NCRTE seminar for education policymakers-Academic Subjects. Vollume2: NCRTE. January Teacher education and learning to teach: Proceedings of the first annual NCRTE retreat. Feiman-Nemser, S. January Teaching knowledge: The lights teachers live by. Buchmann, M. educators and policy makers have turned attention to teacher subject matter knowledge the has focused directly on pedagogical content knowledge. Thousands of articles, book chapters, and reports make use of or claim to study the notion of pedagogical content content knowledge on teaching and learning. Overall, the literature uses the. assimilating academic knowledge, student teachers also need to incorporate knowledge derived from experiential and practical experiences in the classroom. Research also shows that variations in.

Top 32 Teacher survey questions for questionnaires. The key to getting accurate responses and a reasonable response rate for teacher survey questions largely depends on good research design. Below are a few survey questions crafted by subject matter experts that you can use in online surveys. Essential teacher and staff questions. of content knowledge--subject matter content knowledge, pedagogical content knowledge, and curricular content knowledge--are at the heart of much of the current inquiry. This paper focuses on the first, on what Shulman () calls subject matter content knowledge. What teachers need to know about the subject matter they teach extends beyond the. This literature review tries to answer the question; does the quality and amount of subject matter pre-service training translate into better qualified teachers? States, J. (). How important in increasing student achievement is the training of teachers in the subject matter they will teach students? Existing research makes assumptions that teachers have full access to subject matter knowledge and that this is transformed by the activities developed for teaching. We would argue that for both experienced and novice teachers much of this subject matter knowledge remains as learner-knowledge and is not transformed into teacher-knowledge.