Scientist Teacher: Criticism to teacher knowledge

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KADKHODAIE MAHBOBEH SADAT

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Journal Paper

Paper Information

Journal: JOURNAL OF NEW STRATEGIES FOR TEACHER EDUCATION Year:2016 | Volume:2 | Issue:2 Page(s): 33-50

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Information Journal Paper

Title

Scientist Teacher: Criticism to teacher knowledge

Author(s)

KADKHODAIE MAHBOBEH SADAT | Issue Writer Certificate

Keywords

content knowledge

pedagogical content knowledge

pedagogical knowledge

context knowledge

metacognition knowledge

Abstract

Progress of any society is dependent on the performance of its educational system and teacher is the heart of the educational system of each country. Teacher is between the educational system policies and students, So use of teachers with the understanding and knowledge is very important for any society. The teacher needs comprehensive knowledge. The necessary knowledge for teacher is in the areas of pedagogy knowledge, content knowledge and pedagogical content knowledge for optimal performance in education. It seems that the two types of other knowledge is Necessary for teacher: context knowledge and metacognition knowledge. context knowledge is the teacher awareness of history, sociology, politics, economic and culture about his society. This type of knowledge helps to teachers that have adequate control over their educational context. The metacognition knowledge is teacher awareness about his knowledge, monitoring and flexibility about it.

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APA: Copy

KADKHODAIE, MAHBOBEH SADAT. (2016). Scientist Teacher: Criticism to teacher knowledge. THEORY AND PRACTICE IN THE UPBRINGING OF TEACHERS (JOURNAL OF NEW STRATEGIES FOR TEACHER EDUCATION), 2(2 ), 33-50. SID. https://sid.ir/paper/269652/en

Vancouver: Copy

KADKHODAIE MAHBOBEH SADAT. Scientist Teacher: Criticism to teacher knowledge. THEORY AND PRACTICE IN THE UPBRINGING OF TEACHERS (JOURNAL OF NEW STRATEGIES FOR TEACHER EDUCATION)[Internet]. 2016;2(2 ):33-50. Available from: https://sid.ir/paper/269652/en

IEEE: Copy

MAHBOBEH SADAT KADKHODAIE, “Scientist Teacher: Criticism to teacher knowledge,” THEORY AND PRACTICE IN THE UPBRINGING OF TEACHERS (JOURNAL OF NEW STRATEGIES FOR TEACHER EDUCATION), vol. 2, no. 2 , pp. 33–50, 2016, [Online]. Available: https://sid.ir/paper/269652/en

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