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Beginning Teachers' Production of Pedagogical Content Knowledge: A Cultural Historical Perspective

Abstract Few would argue that teacher effectiveness is a key lever in education reform and improving the overall quality of public education, especially in poor and working class communities. To that end, the importance of supporting and developing beginning teachers is of utmost importance in education, thus requiring deep understandings of the process of learning to teach. Yet, most conceptions of teacher learning struggle to capture the social, cultural, and historical context of teacher learning, particularly in understanding how learning and the production of knowledge is situated, active, and complex. One example of this limitation comes from the field of research on pedagogical content knowledge (PCK) and its importance in developing effectiv... (more)
Created Date 2012
Contributor Diaz, Victor Humberto (Author) / Fischman, Gustavo E. (Advisor) / Luft, Julie (Committee member) / Artiles, Alfredo (Committee member) / Arizona State University (Publisher)
Subject Teacher education / Education policy / Induction / Pedagogical Content Knowledge / Sociocultural Theory / Teacher Identity / Teacher Learning / Teach For America
Type Doctoral Dissertation
Extent 274 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Educational Leadership and Policy Studies 2012
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis