Teacher Knowledge and Classroom Practice: Examining the Connection
Tipo de documento
Autores
Lista de autores
Gilbert, Michael y Gilbert, Barbara
Resumen
This paper extends existing research regarding content knowledge for teaching (CKT) and role it plays in advancing student learning. Two teachers (with high and low measured CKT) are observed on the same day teaching similar content. Many studies have recently been published linking student achievement to teacher’s CKT and many U.S. schools have begun including CKT measures in teacher hiring and retention decisions. Teaching observed for this study illustrates that content can be taught effectively by teachers across the spectrum of CKT levels, but observable and significant differences in teaching leads to important questions for inservice and preservice teacher educators.
Fecha
2013
Tipo de fecha
Estado publicación
Términos clave
Desarrollo del profesor | Formación | Reflexión sobre la enseñanza
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
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