Exploring the role of content knowledge in responsive teaching
In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using in situ data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursu...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2017-01-01
|
| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.13.010106 |
| id |
doaj-881817db5bba4b6b99b155653885a16a |
|---|---|
| record_format |
Article |
| spelling |
doaj-881817db5bba4b6b99b155653885a16a2020-11-24T23:34:09ZengAmerican Physical SocietyPhysical Review Physics Education Research2469-98962017-01-0113101010610.1103/PhysRevPhysEducRes.13.010106Exploring the role of content knowledge in responsive teachingLisa M. GoodhewAmy D. RobertsonIn this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using in situ data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within their students’ thinking. We suggest an approach to teacher education that draws on the historical wisdom of the physics education research community, in which teachers develop content knowledge and then practice using that knowledge to listen and respond to student thinking.http://doi.org/10.1103/PhysRevPhysEducRes.13.010106 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Lisa M. Goodhew Amy D. Robertson |
| spellingShingle |
Lisa M. Goodhew Amy D. Robertson Exploring the role of content knowledge in responsive teaching Physical Review Physics Education Research |
| author_facet |
Lisa M. Goodhew Amy D. Robertson |
| author_sort |
Lisa M. Goodhew |
| title |
Exploring the role of content knowledge in responsive teaching |
| title_short |
Exploring the role of content knowledge in responsive teaching |
| title_full |
Exploring the role of content knowledge in responsive teaching |
| title_fullStr |
Exploring the role of content knowledge in responsive teaching |
| title_full_unstemmed |
Exploring the role of content knowledge in responsive teaching |
| title_sort |
exploring the role of content knowledge in responsive teaching |
| publisher |
American Physical Society |
| series |
Physical Review Physics Education Research |
| issn |
2469-9896 |
| publishDate |
2017-01-01 |
| description |
In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using in situ data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within their students’ thinking. We suggest an approach to teacher education that draws on the historical wisdom of the physics education research community, in which teachers develop content knowledge and then practice using that knowledge to listen and respond to student thinking. |
| url |
http://doi.org/10.1103/PhysRevPhysEducRes.13.010106 |
| work_keys_str_mv |
AT lisamgoodhew exploringtheroleofcontentknowledgeinresponsiveteaching AT amydrobertson exploringtheroleofcontentknowledgeinresponsiveteaching |
| _version_ |
1716299782272581632 |