Content Knowledge for Teaching: What Makes It Special?

Autor/inn/en	Ball, Deborah Loewenberg; Thames, Mark Hoover; Phelps, Geoffrey
Titel	Content Knowledge for Teaching: What Makes It Special?
Quelle	In: Journal of Teacher Education, 59 (2008) 5, S.389-407 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487108324554
Schlagwörter	Stellungnahme; Pedagogical Content Knowledge; Theory Practice Relationship; Mathematics Education; Investigations + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Theorie-Praxis-Beziehung; Mathematische Bildung; Untersuchung
Abstract	This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study was to investigate the nature of professionally oriented subject matter knowledge in mathematics by studying actual mathematics teaching and identifying mathematical knowledge "for" teaching based on analyses of the mathematical problems that arise in teaching. In conjunction, measures of mathematical knowledge for teaching were developed. These lines of research indicate at least two empirically discernable subdomains within pedagogical content knowledge ("knowledge of content and students" and "knowledge of content and teaching") and an important subdomain of "pure" content knowledge unique to the work of teaching, "specialized content knowledge", which is distinct from the "common content knowledge" needed by teachers and nonteachers alike. The article concludes with a discussion of the next steps needed to develop a useful theory of content knowledge for teaching. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10