The Role of Subject Knowledge in Primary Prospective Teachers' Approaches to Teaching the Topic of Area

Autor/in	Murphy, Carol
Titel	The Role of Subject Knowledge in Primary Prospective Teachers' Approaches to Teaching the Topic of Area
Quelle	In: Journal of Mathematics Teacher Education, 15 (2012) 3, S.187-206 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-011-9194-8
Schlagwörter	Teacher Effectiveness; Knowledge Base for Teaching; Correlation; Mathematics Teachers; Teaching Methods; Case Studies; Learning Activities; Pedagogical Content Knowledge; Prior Learning; Geometric Concepts; Mathematics Education; Primary Education + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Korrelation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lernaktivität; Pädagogische Kompetenz; Vorkenntnisse; Elementare Geometrie; Mathematische Bildung; Primarbereich
Abstract	The relationship between primary teachers' subject knowledge and their approaches to teaching is an ongoing concern. This study reviews the relationship between prospective teachers' subject knowledge in the topic of area and their approaches to teaching that topic. The research presents case studies of four primary prospective teachers on a 1-year postgraduate teaching course. The strengths and limitations of their subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations. This questions the assumption that secure subject knowledge is necessarily transformed into effective teaching and concurs with other research that suggests other factors may be involved, such as knowledge of learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10