Pedagogical content knowledge in action: Its impromptu development by an expert practitioner.
Pedagogical content knowledge in action: Its impromptu development by an expert practitioner.
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教学内容知识的实际运用：由专家从业者即兴开发。
DOI：
10.1080/14681366.2015.1087043
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
M.
中科院分区：
文献类型：
--
作者：
Saito;E. and Atencio;M.
近年来，对教学内容知识（PCK）的研究取得了很大进展。然而，由于大多数研究都是在特定的学科领域内发展起来的，本文旨在研究专家教师如何通过使用各种形式的知识来产生PCK。本研究以日本专家教师T先生为例，他是一名教育顾问，通过对课程的观察和共同反思，领导专业发展和学校改革工作。T先生通过从书面材料、网络和以前的观察中获得的存量知识和从他观察到的课程中获得的流动知识的相互作用来推进PCK。T先生的案例进一步证明了PCK如何在课堂上产生民主和包容的学习文化。
Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr T, an educational consultant who leads professional development and school reform efforts by utilising observation of and joint reflection on lessons. Mr T advances PCK through interaction of stock knowledge from written materials, networks and previous observations, and flow knowledge from the lesson that he observes. Mr T’s case further demonstrates how PCK can engender a democratic and inclusive learning culture within the classroom.