Teachers of Substance: Subject Matter Knowledge for Teaching

Pamela L. Grossman · Suzzane M. Wilson · Lee S. Shulman

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Mathematics Education and Teaching Techniques Science Education and Pedagogy Teacher Education and Leadership Studies

Abstract

In this paper they are put forward, in the first place, a overview of the reasons why, in the american context, teacher education must share the responsability for the transmission of subject matter knowledge to prospective teachers. They move to a discussion of the research that has been done in this area, getting into focus in your research program about “Growth of Knowledge in Teaching”. Finally, they explore four prominent dimensions of the knowledge for the teaching: subject matter knowledge, substantive knowledge, syntactic knowledge, and beliefs about subject matter.

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2005Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge 2008The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices 2008Toward a framework for the development of mathematical knowledge for teaching 2005Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning 2004Revisiting pedagogical content knowledge: the pedagogy of content/the content of pedagogy 2006Secondary Teachers’ Knowledge and Beliefs about Subject Matter and their Impact on Instruction 2004A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective 2009Starting small: Building preschool teacher knowledge that supports early literacy development

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