Teacher Knowledge as Context
Research has shown that teachers bring into the classroom multiple domains of knowledge, including disciplinary knowledge, pedagogical content knowledge (i.e., the process of relaying disciplinary knowledge to students), knowledge of how learning occurs, knowledge of students’ learning styles, knowl...
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| Format: | Article |
| Language: | English |
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Columbia University Libraries
2010-05-01
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| Series: | Studies in Applied Linguistics & TESOL |
| Online Access: | https://journals.library.columbia.edu/index.php/SALT/article/view/1436 |