Title: Examining the effect of different learning environments to promote pedagogical content knowledge, content knowledge and pedagogical knowledge
Authors: Evens, Marie ×
Elen, Jan
Depaepe, Fien #
Issue Date: 2016
Conference: Special Interest Group Meeting of EARLI SIG 6 location:Dijon, France date:24-26 August 2016
Abstract: Several models on teacher knowledge and its development define pedagogical content knowledge (PCK) and its relation with content knowledge (CK) and pedagogical knowledge (PK). Gess-Newsome (1999) distinguishes between integrative, transformative and combination models about teacher knowledge. It is however unclear which model optimally promotes teacher knowledge development in teacher education. In an experimental study the effectiveness of these conceptual models in the context of French is compared. For every model an online learning environment is systematically designed. Participants’ PCK, CK and PK are measured by means of quantitative pre-, post- and retention tests. Expected results are described in the paper.
Publication status: published
KU Leuven publication type: IMa
Appears in Collections:Instructional Psychology and Technology
Faculty of Psychology and Educational Sciences, Campus Kulak Kortrijk – miscellaneous
Faculty of Psychology and Educational Sciences - miscellaneous
× corresponding author
# (joint) last author

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