Sentence examples for pedagogic knowledge from inspiring English sources

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

While how the listening instruction was delivered was affected by teachers' pedagogic knowledge and past experiences in teaching and learning, the frequency of instructional practice was constrained by the key stakeholders, such as parents' and students' expectations.

A research project conducted at the University of Auckland indicated that many of its librarians felt unprepared for this new role, lacking the pedagogic knowledge and skills in curriculum design and integration of information literacy.

So teachers' questions are referred to as delayed K1, or dK1 moves, as in Table 3: Exchange 2. Table 3 Exchange 2: Pedagogic knowledge exchange Speaker Exchange Roles T So what was this paragraph called?

However, a research project conducted by the Library found that many of its subject librarians were uncertain how to promote the integration of information literacy to academic staff, and that they felt they lacked the pedagogic knowledge and skills to do so.

In the present case, while the teachers have expressed a need for in-service training courses in listening instruction, they may need to incorporate their personal experiences into the received pedagogic knowledge, then practice, examine, and reflect on it to achieve more positive washback effects.

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.

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.

Martin [1999] and Christie [2002] propose a metaphor of projection to represent the relations between the two fields of pedagogic activity and knowledge (as the act of saying projects locutions).

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.

Curriculum genres are analysed as configurations of pedagogic activities, relations, modalities, knowledge and values.