Abstract
“Content knowledge for teaching” is the specialized content knowledge that teachers use in practice—the content knowledge that serves them for tasks of teaching such as revoicing students’ ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for selecting and analyzing classroom episodes showing content knowledge for teaching about energy (CKT-E), and illustrate this methodology with examples from high school physics instruction. Our work has implications for research on teacher knowledge and for professional development that enhances teacher CKT-E.
- Received 5 April 2016
DOI:https://doi.org/10.1103/PhysRevPhysEducRes.13.010105
Published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.
Published by the American Physical Society