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Pedagogical content knowledge (PCK) is an important predictor of educational quality. PCK develops from various sources, such as teaching experience. Studies investigating the effects of teaching experience on PCK development mainly focus on the question whether experienced teachers differ from novices in the amount of PCK. In a mixed methods study, we study both quantitative and qualitative differences between pre-service and in-service teachers’ PCK. Total scores on a paper-and-pencil instrument are used as a measure of French PCK. To analyse the participants’ PCK in a qualitative way, answers are coded in four categories and the prevalence of answers in each category is compared between groups. Furthermore, the nature of answers is studied. No differences on our quantitative PCK measure are observed. The qualitative analysis shows that in-service teachers have more difficulties with conceptual knowledge, while showing more practical knowledge of students’ understanding than pre-service teachers.  相似文献   
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Our schools and educators face a compelling responsibility to serve society by fostering the transformations needed to set us on a path to sustainable development in the 21st century. Education for sustainability is a new paradigm for a life long learning process that leads to an informed and involved citizenry having the creative problem solving skills, scientific, technological, and social literacy, and commitment to engage in responsible actions that will help ensure an environmentally sound, socially just, and economically prosperous future for all. This paper and the preceding paper, from a soon to be published book, Education for a Sustainable Future: A Paradigm of Hope, edited by Keith A. Wheeler, focus on the need to have science imbedded at the core of the education for sustainability paradigm and the need to increase and enhance teacher education to better be able to develop the necessary interdisciplinary thinking and transformative learning for the new millenium.  相似文献   
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Learning Environments Research - More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be...  相似文献   
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The article deals with the way in which authority was established and interpreted by teachers and students in two Flemish sixth-grade mathematics classrooms. Problem-solving lessons during a seven-month observation period were analysed regarding three aspects of teacher–student interactions that explicitly or implicitly reflect who bears mathematical authority: (1) to whom were students allowed to ask for help; (2) who was allowed to answer students’ mathematics-related questions; and (3) who was allowed to evaluate students’ responses. For each of these aspects, we were interested whether authority was ascribed only to the teacher or whether authority was distributed more broadly, with students being considered accountable for their own and other’s learning process. Interviews with teachers and students were conducted to investigate the meaning that participants gave to the practices in which they were involved.  相似文献   
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ABSTRACT

This issue of Paedagogica Historica is a product of the 39th ISCHE Conference, held in Buenos Aires, from 17 to 21 July 2017. For this reason, the journal exceptionally includes articles in Spanish. At the event, 442 papers were presented, distributed in 103 sessions in which 363 participants (271 researchers and 92 students) from 36 countries of the 5 continents participated. The central theme of the Conference – also covered in this issue – was Education and Emancipation.  相似文献   
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The social, economic, political and ecological imperatives of sustainable development outlined in ’Our Common Future, Agenda 21’ and ’Caring for the Earth’ have established a renewed agenda for environmental education which links it very closely with development education. Teacher educators in Australia have responded to the need to link environmental and development education and to raise the level of attention usually devoted to them in teacher education programmes. The ’Environmental and Development Education Project for Teacher Education’ has been the result. The project has involved 20 educators, drawn from 11 universities, government departments and NGOs across Australia, in writing and trialing a set of 18 3‐hour workshop modules on environmental and development education for use in pre‐service teacher education courses. These modules, published in the project manual, ’Teaching for a Sustainable World’, illustrate how environmental education and development education are related and provide practical assistance for teacher educators who wish to include these important fields in their programmes. An intensive dissemination programme in 1993‐94 involves workshops for all Faculties of Education in Australia.  相似文献   
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