Moreover, curriculum content knowledge is just as important in the early years as it is in the middle and upper years of schooling.
The EPPE study also revealed that the curriculum content knowledge of educators makes a difference to children's learning, as does knowledge of strategies for promoting content knowledge (Sylva et al., 2003).
This paper describes the results of a study performed at the upn in Bogota in 2008 and 2009, which marked the cdcc (teaching of curriculum content knowledge) to do a qualitative study of representative case of initial training teachers degree in chemistry and your mentor.
But they have imposed a curriculum that scants content knowledge for personal experience and direct instruction for self-directed learning.
Alternatively, prolonged investigation, either adult or child-initiated, nested within a curriculum framework that identifies content knowledge and which is accompanied by pedagogical knowledge, has a much greater chance of engaging children in meaningful learning and extending their knowledge.
Practice tutors' evaluation to (i) establish current physical activity and exercise promotion and prescription curriculum content and (ii) their knowledge, attitudes and beliefs concerning physical activity and exercise prescription in clinical education, in terms of contemporary and emerging health trends and priorities.
Teachers participating in the intervention group will be provided with a copy of the pedagogical communication strategy and asked to develop a curriculum intervention that integrates content knowledge about healthy eating, active play and sustainability consciousness.
There has been a corresponding paradigm shift in education from a focus on the curriculum and the acquisition of content knowledge to developing the learners' metacognitive skills and learning strategies (Mayer, 1992) by incorporating modeling to make thinking visible and disciplinary practices overt, providing graduated supported practice ("scaffolding"), and encouraging reflection.
These KSAs include knowledge of curriculum content including use of the device and ePHR, skills in facilitating adult learning in groups, and enthusiasm and expectation that every learner will succeed.
They responded to this feedback by carefully acclimating the students to the norms and processes of PBL, affording and pursuing student questions about STEM content, integrating disciplinary content knowledge, connecting the curriculum to STEM contexts and careers in flexible ways, and proactively eliciting and then responding to the needs of students.
These practices were designed to ensure that all tutors have the requisite content knowledge to facilitate the curriculum as intended, and hence it was speculated that there would be consistency in their level of expertise across the three semesters.
