Content defines an area of learning within a curriculum or discipline of education. endobj One is subject content knowledge which is the key concepts, language, skills and topics that define the subject and make up its content. Take opportunities to discuss with them the geographical content you are teaching and ask where they source new material and how they keep up-to-date with new information and curriculum ideas. But there are opportunity cost implications to choosing to devote time to content knowledge CPD whilst excluding pedagogy. There is no need to resubmit your comment. (2004).
Knowledge is only important in how it changes practice, which is why pedagogical content knowledge, the subject of the next post, is a better bet than content knowledge alone.
<> Call 09038456231. The content page lists the chapters and the page numbers.
Don’t panic if you identify shortcomings in your subject knowledge, but methodically take steps to improve it and keep abreast of current developments and ideas in the subject. 100 (50 males and 50 females), study subjects of 300 level integrated science students were randomly selected using stratified random sampling from a population of 1000 students. <>
Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. The subject matter in any area of conversation draws people together because the group of people are connected to the same content. <> This is the first in a series of posts on what teachers should know (I tried to write one but it got too long). Some schools, however, are assigning teachers to subject-specific courses or lessons based on their particular expertise and training, and students are moved from class to class or teacher to teacher throughout the day.
A critical Analysis of the Nigeria Certificate in Education.
These should be targeted at those theoretical areas staff will need to develop the pedagogical content knowledge necessary to teach the curriculum.
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Geographical investigations around the house, garden, local area and school grounds, Conducting statistical tests for fieldwork, Progression and expectations in geography, Connecting classrooms through global learning, Assessment and examinations Special Interest Group, Fieldwork and outdoor learning Special Interest Group, Independent schools Special Interest Group, Physical Geography Special Interest Group, Sustainability and citizenship Special Interest Group, Physical geography student photo competition, GA Rex Walford Geography student teacher award, Subject knowledge expectations for geography teaching. Content, in academic circles, refers to areas of learning and the knowledge within those areas. The content is the message that the artist may want to impart. Focusing too keenly on qualifications ignores what needs to be done with those qualifications, and the knowledge attached to them, to make them useful to a teacher. A teacher’s subject knowledge is incredibly important. if you have not already done so. Abba I. The designated area determines the pedagogy/methodology study to be undertaken. Content and subject matter refer to areas of creating forums for teaching and sharing knowledge. Ads: Get Admission into 200 Level and Study any Course in any University of Your Choice. PCK stands for Pedagogic Content Knowledge and refers to the overlap of information about subject knowledge, that is knowledge of the subject being taught, and pedagogic knowledge, that is knowledge of how to teach (i.e. It’s also true that it can’t hurt to develop subject knowledge and teachers are often willing to spend their own time and resources on this; my aim isn’t to dampen their spirits as they do this.
4 0 obj American Educational Research Journal. To Shulman, Subject Content Knowledge is the ‘amount and organisation of knowledge’ teachers have about their subject; this knowledge requires understanding of the ‘substantive and syntactic structures’ of the subject area. People in educational circles, with knowledge in a particular subject, will impart their knowledge as the subject matter of a lecture or a course. But as an idea becomes prominent, it morphs and mutates in ways we wouldn’t expect. That better content knowledge in and of itself leads to better teaching or better outcomes is not a given.
Academically the use of these two concepts would affect the curriculum they are part of.
(For more on the place of facts, knowledge and skills within the curriculum, see (Christodoulou, 2014) ). View.
Subject matter may refer to the content of a book or a film, the topic under discussion.
Qualifications don’t effectively predict subject expertise, Develop theoretical knowledge where you need it.
Teachers need content knowledge mainly when they really don’t have it. New York: Springer Science and Business Media. Your challenge, as you become a geography teacher, is to take your geographical knowledge and present it to students so they so they can make sense of it and learn to think geographically.
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Do not ignore these in your teaching; the best lessons often result from teachers' own personal experiences and areas of expertise. endobj What geography subject knowledge do I need? Baumert, J and Kunter, M. (2006).
Draw on the experience of your geography departmental colleagues, especially for guidance on identifying the key concepts in a topic and students’ common misconceptions and confusions.
Summary of points concerning Content and Subject Matter. (2010). (1997). <> Similarly, teacher education programmes should re-organize their programmes towards preparation and professional development of teachers, and science teachers should give adequate orientation on micro-teaching to groom the teacher-trainees with adequate teaching skills with which they can relate to the contents taught.
Female integrated science students’ subject content knowledge and pedagogical skill. This was reflected in a national curriculum that was light on specific content and remote from developments at the ‘frontiers of the subject’ ((Marsden, 1997), p. 241). In the next post, I’ll explore how that growth in subject knowledge can lead to and increase outcomes for students. A content area on creative writing for example would have subject matter relevant to learning and understanding how to write. With this in mind, Baumert and Kunter (2013) point out that maths teachers’ required knowledge for teaching is not the university level maths they may have studied but the knowledge ‘behind the institutionalized curriculum’. %PDF-1.5 In practical terms preparation of content and subject matter would help define the two ideals.
Content Knowledge for Teaching: What Makes It Special?
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