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dc.contributor.authorJones, Alisteren_NZ
dc.contributor.authorMoreland, Judyen_NZ
dc.contributor.editorMcGee, Cliveen_NZ
dc.date.accessioned2016-01-11T02:15:07Z
dc.date.available2015en_NZ
dc.date.available2016-01-11T02:15:07Z
dc.date.issued2015en_NZ
dc.identifier.citationJones, A., & Moreland, J. (2015). Considering pedagogical content knowledge in the context of research on teaching: An example from technology. Waikato Journal of Education, 20th Anniversary Collection, 65–76. http://doi.org/10.15663/wje.v20i3.224en
dc.identifier.issn1173-6135en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/9839
dc.description.abstractWhen thinking about teaching, the pedagogical content knowledge of teachers cannot be ignored. We argue that pedagogical content knowledge is a major determiner of teaching practice and is central to teachers’ curriculum decision-making at the classroom level. This paper takes a sociocultural perspective on the importance of developing teachers’ pedagogical content knowledge. From our classroom-based research in technology education and the past research we propose a model of pedagogical content knowledge with seven characteristics that we believe are important for effective teaching.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Research, UoW, Hamilton, New Zealanden_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
dc.titleConsidering pedagogical content knowledge in the context of research on teaching: An example from technologyen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/wje.v20i3.224
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page65
pubs.elements-id134257
pubs.end-page76
pubs.volume20th Anniversary Collectionen_NZ
dc.identifier.eissn2382-0373en_NZ


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