Personal Reflection: Pedagogical Content Knowledge and the Affective Domain of Scholarship of Teaching and Learning

Autor/in	Garritz, Andoni
Titel	Personal Reflection: Pedagogical Content Knowledge and the Affective Domain of Scholarship of Teaching and Learning
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 4 (2010) 2, Artikel 26 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Stellungnahme; Pedagogical Content Knowledge; Educational Research; Affective Behavior + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Bildungsforschung; Pädagogische Forschung; Affective disturbance; Active behaviour; Affektive Störung
Abstract	The question of these reflections is if among those content-dependent instructional conditions necessary to attain conceptual understanding, those belonging to the affective domain of teaching and learning must be included in Pedagogical Content Knowledge (PCK), the special amalgam of content knowledge and knowledge of general pedagogy that a teacher needs to be the best possible teacher (Shulman, 1986). The author of these reflections has not developed the research needed yet, but suggests finding out a solution for that question is important for the PCK construct and for the Scholarship of Teaching and Learning (SoTL). (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01