Sentence examples for pedagogic content from inspiring English sources

The pedagogic content of the play lay in the story of the one patient with an actual medical complaint: a pain in her breast.

They are celebrated today as design classics, while their pedagogic content is seen as a bit comical: imagine giving kids books about Nelson and Napoleon!

As Shulman (1986) indicated several decades ago, teacher knowledge is constituted by pedagogic, content, and pedagogic content knowledge.

The results show a high degree of homogeneity in pedagogic content knowledge, in contrast to the heterogeneity of the conceptions with respect to purely content knowledge.

Shulman (1986) stated that teacher knowledge consists of three basic domains: pedagogic knowledge, content knowledge, and pedagogic content (content presentation) knowledge.

To produce a positive backwash effect on teaching and learning in the long run, teachers need first to strengthen their pedagogic content knowledge of listening instruction, and then to integrate the result into current instructional practice, while weighing the impact of the pressure from other stakeholders.

Some methods are generically used in the development of didactic-pedagogic content, other methods are solely used for the development of software, and there are others that were designed specifically for LOs [4].

The intention of this work was to explore how to get the balance between technology, pedagogics, and content knowledge right to best support student learning.

It consists of five subscales (Lesson Design and Implementation; Content: Propositional Pedagogic Knowledge; Content: Procedural Pedagogic Knowledge; Classroom Culture: Communicative Interactions; and Classroom Culture: Student/Teacher Relationships), containing five items each for a total of 25 items.

When UTS Insearch sought to introduce a new pedagogic approach to deliver content to students it was discovered that, in addition to developing changes aimed at students, implementation of a new professional development model that addressed the issues surrounding the sessional nature of our academic staff's employment, their career stage, and their beliefs and values of teaching was required.

Research suggests that teachers' attitudes and views about the content impact their curricular and pedagogic decisions (Carlesen 1991; Deniz et al. 2008).