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Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education
ARTICLE

, , KU Leuven, Belgium ; , , KU Leuven Kulak, Belgium

TATE Volume 75, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.

Citation

Evens, M., Elen, J., Larmuseau, C. & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 75(1), 244-258. Elsevier Ltd. Retrieved March 28, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.07.001

Keywords