Marian Blankman, Joop A. van der Schee, M. Boogaard, M. Volman
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引用次数: 2
Abstract
This paper describes the result of a design study in which a geography course was developed and tested aiming to develop the Pedagogical Content Knowledge (PCK) of first-year primary student teachers. This resulted in a course called ‘Consciously Teaching Geography’ with characteristics as (1) starting from students’ preconceptions and everyday geographic experiences, (2) an underlying conceptual framework that incorporates key concepts of geography, (3) the use of active learning strategies and (4) explicit modelling to (5) leave room for reflection. Also room for the ‘couleur locale’ of the institute and the teaching style of the teacher educator proved necessary.
期刊介绍：
Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.
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