Literaturnachweis - Detailanzeige
| Autor/in | Segall, Avner |
|---|---|
| Titel | Blurring the Lines between Content and Pedagogy |
| Quelle | In: Social Education, 68 (2004) 7, S.479 (4 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0037-7724 |
| Schlagwörter | Course Content; Teaching Methods; Social Studies; Textbooks; Textbook Content; Pedagogical Content Knowledge; Critical Theory; History Instruction |
| Abstract | One rarely engages in a conversation about education without the terms "content" and "pedagogy" finding their way into it. Indeed, the two are inherent to almost everything done in education. Are content and pedagogy separate and separable entities or are they always already implicated in each other? Where does one begin and the other end? Who is responsible for each? And what might answers to these questions mean for how we think about education and engage students in classrooms? Pedagogy is what teachers do to engage students with subject matter. But are classroom teachers the only ones engaged in pedagogy? The idea that content and pedagogy must come together for a meaningful education is not new in education. This article examples the relationship between "content" and "pedagogy." (Contains 23 notes.) (ERIC). |
| Anmerkungen | National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Web site: http://www.nsta.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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