Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/236
Title: 
Authors: 
Issue Date: 
2007
Citation: 
Proceedings of the Redesigning pedagogy: culture, knowledge and understanding conference, Singapore, May 2007.
Abstract: 
This paper draws upon a study in Victoria, Australia which investigated pedagogical
understandings and practices specific to three domains: Science, Thinking and ICT.
Teachers working in these three domains and key stakeholders from the profession participated in focus group and individual interviews. This study explored the pedagogical knowledge particular to each of these three domains, and common pedagogical knowledges across the domains. Participants in each domain claimed the distinctive nature of their domain and therefore the distinctive nature of their pedagogical
content knowledge (PCK). A final common thread was the identification of teacher
strategies as a substantial part of pedagogy. The key issues arising from this study are the implications of ascribing pedagogy to particular disciplines and the future possibilities for a curriculum reform agenda within a regressive pedagogical climate.
Description: 
Paper was presented as part of the symposium titled: "Pedagogy, teachers and content knowledge: intertwining knowledge and practice"
URI: 
Appears in Collections:CRPP - Conference Papers

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