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In the early 2000s, scholars noted a lack of theory and conceptual frameworks to inform and guide research and teacher preparation in technology integration. [6] The classic definition of PCK proposed by Shulman included one dynamic and complex relationship between two different knowledge bodies: content knowledge and pedagogical knowledge.
W.E. Coles Jr. suggests that teaching writing should be approached as teaching art, with the teacher serving as facilitator or guide for the student-writer's free expression; he also calls for classroom practices such as peer-reviews, class discussions, and the absence of grades, in order to best guide the self-identification he sees as crucial ...
Content theory is a subset of motivational theories that try to define what motivates people. Content theories of motivation often describe a system of needs that motivate peoples' actions. Content theories of motivation often describe a system of needs that motivate peoples' actions.
Didactics is a knowledge-based discipline concerned with the descriptive and rational study of all teaching-related activities before, during and after the teaching of content in the classroom, which includes the "planning, control and regulation of the teaching context" and its objective is to analyze how teaching leads to learning.
The Units of Study curriculum guide books and "workshop" model centers on independent student work in combination with teacher modeling and one-on-one and small-group guidance. [17] The Project has also published a Classroom Library Series through Heinemann, which includes books for grades K-8 from more than 50 different publishers. These books ...
These programs of study usually include composition pedagogical theory, linguistics, professional and technical communication, qualitative and quantitative research methods, the history of rhetoric, as well as the influence of different writing conventions and genres on writers' composing processes more generally. [4]
The earliest research that can be considered part of media theory involved the use of computers as word processors. However, with the advent of applications like HyperCard for the Apple Macintosh, the focus in media research shifted to hypertext's implications in the writing classroom.
He believed that teacher education programs should combine the two knowledge fields. To address this dichotomy, he introduced the notion of pedagogical content knowledge that includes pedagogical knowledge and content knowledge, among other categories. His initial description of teacher knowledge included curriculum knowledge, and knowledge of ...