Instability is a feature, not a bug: How teachers grow their pedagogical knowledge in an interdisciplinary, skills-centered, ever-evolving school

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

We examined how teachers' knowledge evolves in the face of pedagogical change. We followed a schoolwide pedagogical initiative of skills-centered interdisciplinary teaching, led by teams of teachers. Teachers faced the challenge of limited pedagogical content knowledge (PCK), the need to forge real connections with other disciplines, and the need to teach students to seek those connections. Our results highlight the need for reconceptualizing PCK to suit ever-evolving schooling, including transfer skills and future learning knowledge.

Original languageAmerican English
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages2351-2352
Number of pages2
ISBN (Electronic)9781732467286
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: 19 Jun 202023 Jun 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume4
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/TerritoryUnited States
CityNashville
Period19/06/2023/06/20

Bibliographical note

Publisher Copyright:
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.

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