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Books on the topic 'Collective Pedagogical Content Knowledge'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Gess-Newsome, Julie, and Norman G. Lederman, eds. Examining Pedagogical Content Knowledge. Dordrecht: Kluwer Academic Publishers, 2002. http://dx.doi.org/10.1007/0-306-47217-1.

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2

Angeli, Charoula, and Nicos Valanides, eds. Technological Pedagogical Content Knowledge. Boston, MA: Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-8080-9.

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3

Gee, Carrie J. Preservice elementary teachers: Their science content knowledge, pedagogical knowledge, and pedagogical content knowledge. Washington, D.C: Educational Resources Information Center, 1996.

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4

Uzzo, Stephen Miles, Sherryl Browne Graves, Erin Shay, Marisa Harford, and Robert Thompson, eds. Pedagogical Content Knowledge in STEM. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97475-0.

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5

Hume, Anne, Rebecca Cooper, and Andreas Borowski, eds. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5898-2.

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6

Loughran, John, Amanda Berry, and Pamela Mulhall, eds. Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-821-6.

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7

American Association of Colleges for Teacher Education. Committee on Technology and Innovation., ed. Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Published by Routledge for the American Association of Colleges for Teacher Education, 2008.

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8

American Association of Colleges for Teacher Education. Committee on Technology and Innovation. Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Published by Routledge for the American Association of Colleges for Teacher Education, 2008.

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9

Herring, Mary C. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Second edition. | New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315771328.

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10

New directions in technological pedagogical content knowledge research: Multiple perspectives. Charlotte, NC: Information Age Publishing, Inc., 2015.

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11

Estévez Cuervo, Hernando Arturo, ed. Teaching to discern. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2019. http://dx.doi.org/10.19052/9789585486782.

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The issue of academic environments involves both research and practice. It gathers theoretical and practical pieces of knowledge for a permanent analysis and evaluation of pedagogy, content, and accomplishments in the educational field. Moreover, educational practices no longer occur within the boundaries of a specific field; in a globalized world, those practices must overcome their traditional boundaries in order to expand to different disciplines and to different ways of understanding pedagogy. In our time, knowledge travels; ideas and experiences are shared in educational platforms worldwide while educators and students create novel ways to collectively participate in research projects that contribute to a greater understanding of the universe. The anthology Teaching to Discern: Forming Connections, Decolonizing Perspectives aims to provide a novel context for academic dialogue on globalized pedagogical practices. Specifically, it focuses on what it means to teach abroad, which means discussing methodologies, pedagogies and contents used by educators who have had the opportunity of teaching in a foreign country. This book is a dialogue that engages academic experiences in a theoretically expansive and encompassing methodological and content-driven framework around the topic of teaching abroad.

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12

G, Lederman Norman, Gess-Newsome Julie, and Association for the Education of Teachers in Science, eds. Examining pedagogical content knowledge: The construct and its implications for science education. Dordrecht: Kluwer Academic, 1999.

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13

Report of a workshop of pedagogical aspects of computational thinking. Washington, D.C: National Academies Press, 2011.

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14

Baffoe, Michael, and Lewis Asimeng-Boahene. African traditional and oral literature as pedagogical tools an content area classrooms K-12. Charlotte, NC: IAP, Information Age Pub., Inc., 2014.

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15

Julie, Coates, ed. The pedagogy of the 21st century. River Falls, Wis: LERN Books, 2011.

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16

Toru, Iiyoshi, and Kumar M. S. Vijay, eds. Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, MA: MIT Press, 2008.

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17

Toru, Iiyoshi, and Kumar M. S. Vijay, eds. Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, MA: MIT Press, 2008.

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18

allemand--Goethe-Institut, Centre culturel, and Goethe-Institut Brüssel, eds. Kanon und Bestenlisten: Was gilt in der Kultur? - was zählt für Deutschlands Nachbarn? Göttingen: Steidl Verlag in Zusammenarbeit mit dem Goethe-Institut, 2012.

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19

Lyublinskaya, Irina. Using Annotated Timeline Analysis (Timelining) to Examine Variations in Learning Trajectories: Development of Preservice Teachers’ Technological Pedagogical Content Knowledge in an Online Educational Technology Course. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529602982.

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20

PCK and teaching innovations. Hauppauge NY: Nova Science Publishers, 2009.

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21

Streckeisen, Ursula. Fördern und Auslesen: Deutungsmuster von Lehrpersonen zu einem beruflichen Dilemma. Wiesbaden: VS, Verl. für Sozialwiss., 2007.

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22

From PCK to TPACK: Research and development. Hauppauge, New York: Nova Science Publisher's, Inc., 2012.

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23

Teaching primary geography. Exeter: Learning Matters, 2009.

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24

Shaydenko, Nadezhda, and Svetlana Kipurova. Learning theory. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077726.

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The textbook is devoted to one of the sections of pedagogy - the theory of learning. The leading issues are the content of education; forms, methods, means of teaching; forms of organization of training. The main attention is paid to the educational system of Russia and modern trends in the development of education. The study of the theory of learning is important not only for the future teacher to master the system of knowledge, but also for the formation of students' didactic competencies. To do this, in addition to theoretical material, the textbook contains a significant amount of practical tasks, material for consolidating what has been studied, test questions and tasks. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students studying in psychological and pedagogical specialties, as well as for undergraduates of pedagogical specialties who do not have a basic pedagogical education.

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25

Barsch, Sebastian, ed. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Kiel: Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.

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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history. A dialogue between these two approaches can expand the boundaries of both disciplines with new insights. The anthology is dedicated to such an interlocking of historical research and history education using the example of pre-modern history. In the essays, perspectives opened up by scholars are supplemented by comments from history educators. Thus, on the one hand, it is reflected how subject-specific research could enrich teaching in schools and universities. In addition, these findings are classified in terms of historical theory and empirics.

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26

Zeer, Eval'd, El'vira Symanyuk, and Mariya Zinnatova. Fundamentals of professionology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1818877.

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Professionology is a scientific and applied discipline of professional knowledge, the subject of which is the problems of human interaction with the world of professions, and its semantic factor is psychological content. An important place in the textbook is occupied by the professionology of education: the trends in the development of continuing education, the interface of professional and educational standards, the design of individual educational trajectories of students are reflected. Particular attention is paid to the professionology of the individual: its development and self-determination in the professional educational space, destructive development trends, the formation of transprofessionalism and the prediction of the professional future of a person in a modern post-industrial society. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is addressed to students of higher educational institutions, trainees of advanced training institutions, teachers of secondary vocational education, as well as graduate students and researchers of vocational pedagogical education institutions.

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27

Padalkar, Shamin, Mythili Ramchand, Rafikh Shaikh, and Indira Vijaysimha. Science Education: Developing Pedagogical Content Knowledge. Taylor & Francis Group, 2022.

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28

Padalkar, Shamin, Mythili Ramchand, Rafikh Shaikh, and Indira Vijaysimha. Science Education: Developing Pedagogical Content Knowledge. Taylor & Francis Group, 2022.

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29

Padalkar, Shamin, Mythili Ramchand, Rafikh Shaikh, and Indira Vijaysimha. Science Education: Developing Pedagogical Content Knowledge. Routledge India, 2022.

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30

Padalkar, Shamin, Mythili Ramchand, Rafikh Shaikh, and Indira Vijaysimha. Science Education: Developing Pedagogical Content Knowledge. Taylor & Francis Group, 2022.

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31

Cooper, Rebecca, Anne Hume, and Andreas Borowski. Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science. Springer, 2019.

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32

Cooper, Rebecca, Anne Hume, and Andreas Borowski. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Springer, 2019.

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33

Berry, Amanda. Re-Examining Pedagogical Content Knowledge in Science Education. Taylor & Francis Group, 2015.

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34

Loughran, John, Amanda Berry, and Patricia Friedrichsen. Re-Examining Pedagogical Content Knowledge in Science Education. Taylor & Francis Group, 2015.

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35

Berry, Amanda. Understanding and Developing Science Teachers' Pedagogical Content Knowledge. Sense Publishers, 2006.

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36

Berry, Amanda. Re-examining Pedagogical Content Knowledge in Science Education. Routledge, 2015. http://dx.doi.org/10.4324/9781315735665.

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37

Berry, Amanda. Re-Examining Pedagogical Content Knowledge in Science Education. Routledge, 2015.

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38

Integration of technology pedagogical content knowledge: Education Manual. China Press, 2000.

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39

Herring, Mary, Punya Mishra, and Matthew Koehler. Handbook of Technological Pedagogical Content Knowledge for Educators. Taylor & Francis Group, 2016.

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40

Graves, Sherryl Browne, Marisa Harford, Stephen Miles Uzzo, Erin Shay, and Thompson Robert. Pedagogical Content Knowledge in STEM: Research to Practice. Springer International Publishing AG, 2018.

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41

Loughran, John, Amanda Berry, and Patricia Friedrichsen. Re-Examining Pedagogical Content Knowledge in Science Education. Taylor & Francis Group, 2015.

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42

Graves, Sherryl Browne, Stephen Miles Uzzo, and Erin Shay. Pedagogical Content Knowledge in Stem: Research to Practice. Springer International Publishing AG, 2019.

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43

Loughran, John, Amanda Berry, and Patricia Friedrichsen. Re-Examining Pedagogical Content Knowledge in Science Education. Taylor & Francis Group, 2015.

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44

Angeli, Charoula, and Nicos Valanides. Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Springer, 2016.

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45

Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Springer, 2014.

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46

Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Taylor & Francis Group, 2016.

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47

Mishra, Punya, Mary C. Herring, and Matthew J. Koehler. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Taylor & Francis Group, 2016.

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48

Mishra, Punya, Mary C. Herring, and Matthew J. Koehler. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Taylor & Francis Group, 2016.

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49

Mishra, Punya, Mary C. Herring, and Matthew J. Koehler. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Taylor & Francis Group, 2016.

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50

Tiong, Ho Boon. Pedagogical Content Knowledge: All Teachers Need to Know This! Times Academic Press,Singapore, 2005.

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