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Case studies of the pedagogical content knowledge development of concept-oriented teachers
By reviewing teacher-made revisions of regularly taught curriculum units, this set of case studies attempts to describe the pedagogical content knowledge development of four concept-oriented middle school teachers. One strand is highlighted: The nature and use of their instructional representations. A primary goal of this effort is to trace the kinds of refinements teachers make in their teaching knowledge after years of blending subject matter with pedagogy. A second goal is to detail influences on such refinements in order to inform preservice and inservice teacher education aimed at teaching for conceptual understanding. ^
Education, Secondary|Education, Curriculum and Instruction
Rebecca Craighill Langrall,
"Case studies of the pedagogical content knowledge development of concept-oriented teachers"
(January 1, 1997).
Electronic Doctoral Dissertations for UMass Amherst.