Values in Pedagogical Content Knowledge

Abstract

The role of values in the development of pedagogical content knowledge was examined through interviews and classroom observations of four expert high school teachers. Analysis indicated that the teachers' value orientations to their subject matter influenced their choice of content, their use of the textbook, pedagogical strategies, and their perceptions of students' instructional needs. The results suggest that teacher educators need to help prospective teachers understand the influence that values have on the development of pedagogical content knowledge as well as the impact of their own values on their teaching practice.

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