Pedagogical Content Knowledge in Action: Its Impromptu Development by an Expert Practitioner

Autor/inn/en	Saito, Eisuke; Atencio, Matthew
Titel	Pedagogical Content Knowledge in Action: Its Impromptu Development by an Expert Practitioner
Quelle	In: Pedagogy, Culture and Society, 24 (2016) 1, S.101-121 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2015.1087043
Schlagwörter	Pedagogical Content Knowledge; Expertise; Experienced Teachers; Case Studies; Semi Structured Interviews; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Expert appraisal; Case study; Fallstudie; Case Study; Ausland
Abstract	Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr. T, an educational consultant who leads professional development and school reform efforts by utilising observation of and joint reflection on lessons. Mr. T advances PCK through interaction of stock knowledge from written materials, networks and previous observations, and flow knowledge from the lesson that he observes. Mr. T's case further demonstrates how PCK can engender a democratic and inclusive learning culture within the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01