Knowing more than their students: Characterizing secondary science teachers’ subject matter knowledge

• Published in: School science and mathematics Vol. 119; no. 3; pp. 150 - 160
• Main Authors: Nixon, Ryan S., Toerien, Rene, Luft, Julie A.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley-Blackwell 01.03.2019; Blackwell Publishing Ltd
• Subjects: Beginning Teachers; Chemistry; Cross Cultural Studies; cross‐national research; Domains; Education; Faculty Development; Foreign Countries; Knowledge; Knowledge Base for Teaching; Mathematics; Mathematics Education; Organic chemistry; Pedagogical Content Knowledge; Science education; Science Instruction; Science Teachers; Scientific Principles; Secondary school students; Secondary School Teachers; Students; subject matter knowledge; Teacher Characteristics; Teacher education; Teacher Education Programs; Teacher Educators; teacher knowledge; Teachers; Teaching; Teaching Methods; Vignettes; United States; South Africa

Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers’ subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know m...