Extract from <i>New understandings of teachers' pedagogic knowledge</i><sup>*</sup>1

Banks, Frank; Leach, Jenny; Moon, Bob

doi:10.1080/09585170500256446

Cited by 55 publications

(45 citation statements)

References 9 publications

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“…Shulman's PCK model is also criticised by various researchers (including Cochran et al, 1993 andBanks et al, 2005) as being -static‖ -the implication is that instructional strategies and knowledge of students' difficulties can be learned as separate entities.…”

Section: Models Of Pck: Discussionmentioning

confidence: 99%

“…The remaining six models fit Gess-Newsome's integrative definition. Veal and MaKinster's taxonomy claim all components contribute to PCK except -school knowledge‖ which is unique to Banks et al (2005).. Three models leave out one or more of Shulman's original two components: Koballa et al (1999) and Cochran et al (1993) remove instructional strategies and add general pedagogy; Banks et al (2005) make different claims based on their own notion of -school knowledge‖. FernandezBalboa and Stiehl (2005) and Marks (1990) retain both of Shulman's components, but add others.…”

Section: Models Of Pck: Discussionmentioning

confidence: 99%

“…These models combine components from Shulman's list of seven (p X) within PCK. Three propose PCK models that use components from Shulman's list, but develop the concept from theoretical perspectives: Cochran, deRuiter and King (1993) draw on principles from psychology; Veal and MaKinster (1999) place all knowledge components into a taxonomy; and Banks, Leach and Moon (2005) propose a new component, -school knowledge‖, to subsume others. Similarities and differences between these PCK models are discussed below.…”

Section: Models Of Pckmentioning

confidence: 99%

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Pedagogical content knowledge in science education: perspectives and potential for progress

Kind

2009

Studies in Science Education

465

307

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Section: Models Of Pck: Discussionmentioning

confidence: 99%

Section: Models Of Pck: Discussionmentioning

confidence: 99%

Section: Models Of Pckmentioning

confidence: 99%

See 1 more Smart Citation

Pedagogical content knowledge in science education: perspectives and potential for progress

Kind

2009

Studies in Science Education

465

307

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“…They also recognised a ‗gradual reconciliation [of the two] reinforces our view of the complexity involved in rendering the field into neat and exclusive categories' (p.878). Banks, Leach and Moon (1999) give three perspectives: the curriculum perspective, the learner perspective and the pedagogical perspective. The most commonly used model of the conceptualisation of knowledge for teaching in physical education is that of Shulman (1986;1987) who takes a curriculum perspective.…”

Section: Implications For Developing Knowledge For Teachingmentioning

confidence: 99%

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

Capel

2007

The Curriculum Journal

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All knowledge is socially constructed, including physical education teachers' knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development.

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“…In this study of the self-awareness of teacher knowledge in pre-service technology student-teachers, we drew on the work of our colleagues in the Centre for Research and Development in Teacher Education (CReTE) at the Open University (see Moon & Banks 1996;Banks 1997a;Banks et al 1999). In their observation of Technology and English (mother tongue) teachers (Leach & Banks 1996) they noticed that success or failure of student teachers was often linked not only to their university subject knowledge and their choice of pedagogic strategies, but also to their appreciation of how the subject is transformed into a school subject.…”

Section: Creating the Framework For Conceptualising Teacher Professiomentioning

confidence: 99%

DEPTH – Developing Professional Thinking for Technology Teachers: An International Study

Banks

Barlex

Järvinen

et al. 2004

International Journal of Technology and Design Education

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The tools to help teachers reflect on their professional knowledge are few in number, and often difficult to utilise. This paper reports on a study conducted with both primary and secondary technology initial teacher education students in a number of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their own professional knowledge. We wanted to investigate if, despite the different country contexts, student teachers of technology could take advantage of their experience with graphic visualisation to help them articulate abstract notions such as aspects of their developing teacher knowledge. We discovered that the graphical tool acted as a framework that enabled them to set out their subject knowledge, pedagogical knowledge and 'school' knowledge and was useful in helping them become more self-aware. In this paper, the framework itself is introduced, the way it was presented to the novice teachers is outlined and the relative impact of such 'self awareness' on their understandings, enabled by the framework, is then discussed.

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Extract from New understandings of teachers' pedagogic knowledge^*1

Cited by 55 publications

References 9 publications

Pedagogical content knowledge in science education: perspectives and potential for progress

Pedagogical content knowledge in science education: perspectives and potential for progress

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

DEPTH – Developing Professional Thinking for Technology Teachers: An International Study

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Extract from New understandings of teachers' pedagogic knowledge*1

Cited by 55 publications

References 9 publications

Pedagogical content knowledge in science education: perspectives and potential for progress

Pedagogical content knowledge in science education: perspectives and potential for progress

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

DEPTH – Developing Professional Thinking for Technology Teachers: An International Study

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Product

Resources

About

Extract from New understandings of teachers' pedagogic knowledge^*1