Teachers of Substance: Subject Matter Knowledge for Teaching

Autores/as

  • Pamela L. Grossman Universidad de Washington
  • Suzzane M. Wilson Universidad del Estado de Michigan
  • Lee S. Shulman Universidad de Stanford

Palabras clave:

subject matter knowledge, teacher education, substantive and syntactic knowledge for teaching, beliefs about subject matter.

Resumen

In this paper they are put forward, in the first place, a overview of the reasons why, in the american context, teacher education must share the responsability for the transmission of subject matter knowledge to prospective teachers. They move to a discussion of the research that has been done in this area, getting into focus in your research program about “Growth of Knowledge in Teaching”. Finally, they explore four prominent dimensions of the knowledge for the teaching: subject matter knowledge, substantive knowledge, syntactic knowledge, and beliefs about subject matter.

Biografía del autor/a

Pamela L. Grossman, Universidad de Washington

Profesora de la Universidad de Washington

 

Suzzane M. Wilson, Universidad del Estado de Michigan

Profesor de la Universidad del Estado de Michigan y del centro de escolaridad y enseñanza. 

 

 

 

 

Lee S. Shulman, Universidad de Stanford

Profesor Emeritus de la Universidad de Stanford. Presidente de la fundación Carnegie. Presidente de la Asociación Americana de Investigación Educativa (AERA)  

Citas

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Publicado

2005-09-01