Abstract
Over the last 30 years, important scholarship has been conducted around the role of content knowledge for teaching, pedagogical content knowledge, and the role of teacher preparation in helping novice teachers develop in these disciplinary realms (e.g., Shulman, Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4, 1986; Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22, 1987; Ball, et al., Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407 2008; Grossman, The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press 1990; Holt-Reynolds, Good readers, good teachers? Subject matter expertise as a challenge in learning to teach. Harvard Educational Review, 69(1), 29, 1999). It is important to note, however, the historical context from which this focus on content knowledge in and for teaching came. As I discussed briefly in Chap. 2, the publication of two reports in 1986—Holmes Group of Education Deans report and the Carnegie Forum on Education and the Economy—served as a wake-up call to university teacher preparation and catalyzed wide-ranging reforms.
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Gatti, L. (2016). Disciplinary Resources and the Role of Aims: Teaching Our Subjects To What End?. In: Toward a Framework of Resources for Learning to Teach. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-50145-5_5
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