2001
DOI: 10.1002/sce.1017
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Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know

Abstract: A codified model of teacher knowledge, situated in school science teaching, is proposed as a synthesis of a number of models, metaphors, and notions already described in the literature about teachers' knowledge. This model, called pedagogical context knowledge, suggests that in discussion of their classroom practice, exemplary science teachers utilize four kinds of knowledge: academic and research knowledge, pedagogical content knowledge, professional knowledge, and classroom knowledge. The model is used to ex… Show more

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Cited by 232 publications
(194 citation statements)
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References 36 publications
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“…Contrasting this with more (Sadler & Zeidler, 2005), the authors reason that students need to possess adequate context knowledge, as well as content knowledge (c.f. Barnett and Hodson, 2001); in this case they need to be familiar with basic ideas about gene therapy, cloning and what families face in circumstances involving the prospects of genetic engineering. These researchers further reason that 'Understandings of content and context are interdependent' (Sadler & Donnelly, 2006).…”
Section: Content and Contextual Knowledgementioning
confidence: 99%
“…Contrasting this with more (Sadler & Zeidler, 2005), the authors reason that students need to possess adequate context knowledge, as well as content knowledge (c.f. Barnett and Hodson, 2001); in this case they need to be familiar with basic ideas about gene therapy, cloning and what families face in circumstances involving the prospects of genetic engineering. These researchers further reason that 'Understandings of content and context are interdependent' (Sadler & Donnelly, 2006).…”
Section: Content and Contextual Knowledgementioning
confidence: 99%
“…Esto produce que el proceso de enseñanza-aprendizaje implementado por el docente genere mayor credibilidad y significado en los estudiantes. Conocer algo nos permite enseñarlo; y conocer un contenido con profundidad significa estar mentalmente organizado y bien preparado para enseñarlo de una forma general, cuestión ampliamente investigativa por los autores que trabajan la noción de conocimiento pedagógico del contenido (AMADE-ESCOT, 2000; BARNETT; HODSON, 2001;FEIMAN-NEMSER, 2001;FENSTERMACHER, 1994).…”
Section: Resultsunclassified
“…Cabe resaltar que los estudiantes sordos también evidencian esta problemática cuando explicitan como principal obstáculo la comunicación y el desconocimiento que tienen del PCLB y del Departamento de Biología, para acercarse de manera directa al contexto del cual empiezan a ser parte. Tal y como lo plantean Barnett y Hodson (2001), es necesario que los actores implicados en el proceso educativo puedan dar cuenta del contexto en el cual se desenvuelven. En suma, se requiere crear las condiciones óptimas para facilitar la inclusión de los futuros profesores sordos a los diferentes programas de formación inicial en la Universidad.…”
Section: Figuraunclassified