Dynamická povaha učitelových didaktických znalostí obsahu: Případová (video)studie z výuky fyziky na 2. stupni ZŠ

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F06%3A00016072" target="_blank" >RIV/00216224:14410/06:00016072 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Dynamic Nature of Pedagogical Content Knowledge: Video Case Study from Physics Instruction at the Czech Lower Secondary School

Popis výsledku v původním jazyce

Theoretical background: Research on teachers pedagogical content knowledge (PCK) is one of the prominent fields of Anglo-American educational research. In the context of European research tradition, this field is known as research on didactical transformation (e.g. in German as didaktische Transforamtion). Following L. S. Shulman, pedagogical content knowledge represents the blending of content and pedagogy into an understanding of how particular topics, problems, and issues are organized, represented,and adapted to the diverse interests and abilities of learners and presented for instruction (1987, p. 8). In this special form of teacher's professional knowing and understanding, there are two crucial aspects: a) knowledge of representations of subjectmatter, b) understanding of specific learning difficulties and student conceptions. In Shulman's words teachers' expertise lies in the capacity of the teacher to transform the content knowledge he or she possesses into forms that are ped

Název v anglickém jazyce

The Dynamic Nature of Pedagogical Content Knowledge: Video Case Study from Physics Instruction at the Czech Lower Secondary School

Popis výsledku anglicky

Theoretical background: Research on teachers pedagogical content knowledge (PCK) is one of the prominent fields of Anglo-American educational research. In the context of European research tradition, this field is known as research on didactical transformation (e.g. in German as didaktische Transforamtion). Following L. S. Shulman, pedagogical content knowledge represents the blending of content and pedagogy into an understanding of how particular topics, problems, and issues are organized, represented,and adapted to the diverse interests and abilities of learners and presented for instruction (1987, p. 8). In this special form of teacher's professional knowing and understanding, there are two crucial aspects: a) knowledge of representations of subjectmatter, b) understanding of specific learning difficulties and student conceptions. In Shulman's words teachers' expertise lies in the capacity of the teacher to transform the content knowledge he or she possesses into forms that are ped

Druh

A - Audiovizuální tvorba

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GP406%2F06%2FP037" target="_blank" >GP406/06/P037: Didaktická znalost obsahu jako klíčový koncept kurikulární reformy</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2006

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

ISBN

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Místo vydání

Geneva

Název nakladatele resp. objednatele

University of Geneva

Verze

European conference on educational research

Identifikační číslo nosiče

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