Continuing to Learn Subject Content and Pedagogy

doi:https://doi.org/10.1007/978-94-6209-560-1_5

Continuing to Learn Subject Content and Pedagogy

Clive Beck,Clare Kosnik-2014-01-01-SensePublishers eBooks

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TL;DRAbstract

Schooling in most countries is deeply subject-oriented: teachers spend most of their day teaching one or more subjects. So if teachers are to make learning relevant – as discussed in the previous chapter – they must do so largely through subject teaching. This is challenging, given the very academic nature of much school subject content (Meier, 1995; Noddings, 2005); but we think it is possible and many teachers are already doing it to a significant degree (Darling-Hammond, 2006; Day & Gu, 2010; Grant & Gradwell, 2010; VanSledright, 2011).

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Schooling in most countries is deeply subject-oriented: teachers spend most of their day teaching one or more subjects. So if teachers are to make learning relevant – as discussed in the previous chapter – they must do so largely through subject teaching. This is challenging, given the very academic nature of much school subject content (Meier, 1995; Noddings, 2005); but we think it is possible and many teachers are already doing it to a significant degree (Darling-Hammond, 2006; Day & Gu, 2010; Grant & Gradwell, 2010; VanSledright, 2011).

Keywords

Subject (documents)Content (measure theory)Mathematics educationPedagogyPsychologyLibrary scienceComputer scienceMathematics

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