The Development of Content Knowledge Through Teaching Practice
DOI:
https://doi.org/10.5007/2175-8026.2015v68n1p105Resumo
Research on the unique nature of teachers’ subject matter knowledge and how this knowledge interacts with other domains of the knowledge base for teaching has been an extremely productive ield of inquiry since the mid 1980’s. In particular, Shulman’s (1987) construct of pedagogical content knowledge (PCK) has been taken up by researchers to describe the subject speciic knowledge of teachers in a variety of disciplines. Yet while this concept has been widely applied to describe expert teachers’ knowledge, much less research has examined
how PCK develops in and through teaching practice. To address this need, the present study examines how one teacher’s understanding of a pedagogical genre developed through her irst semester of teaching a post-secondary second language (L2) writing class. Drawing on a sociocultural theoretical (SCT) perspective, this study traces the development of a single subject matter concept, points of analysis, as it emerges in teaching activity, is mediated by the teacher’s interactions with her students and the researcher, and is eventually incorporated into her knowledge of the analytic essay genre and how to teach it.
Downloads
Publicado
Edição
Seção
Licença
A revista Ilha do Desterro publica artigos e resenhas inéditos, referentes as áreas de Inglês, Literaturas em Língua Inglesa e Estudos Culturais. Publica volumes mistos e/ou temáticos, com artigos e resenhas em inglês e português.
Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
This work is licensed under a Creative Commons Attribution 4.0 International License.