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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.
Langrall, Rebecca Craighill, "Case studies of the pedagogical content knowledge development of concept-oriented teachers" (1997). Doctoral Dissertations Available from Proquest. AAI9809356.