Teachers of Substance: Subject Matter Knowledge for Teaching

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Published: Sep 1, 2005

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Authors

  • Pamela L. Grossman Universidad de Washington
  • Suzzane M. Wilson Universidad del Estado de Michigan
  • Lee S. Shulman Universidad de Stanford
Vol. 9 No. 2 (2005): El conocimiento para la enseñanza, Articles, pages 1–25
Submitted: Dec 16, 2015 Published: Sep 1, 2005
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Abstract

In this paper they are put forward, in the first place, a overview of the reasons why, in the american context, teacher education must share the responsability for the transmission of subject matter knowledge to prospective teachers. They move to a discussion of the research that has been done in this area, getting into focus in your research program about “Growth of Knowledge in Teaching”. Finally, they explore four prominent dimensions of the knowledge for the teaching: subject matter knowledge, substantive knowledge, syntactic knowledge, and beliefs about subject matter.

Keywords:

subject matter knowledge, teacher education, substantive and syntactic knowledge for teaching, beliefs about subject matter.

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How to Cite

Grossman, P. L., Wilson, S. M., & Shulman, L. S. (2005). Teachers of Substance: Subject Matter Knowledge for Teaching. Profesorado, Revista De Currículum Y Formación Del Profesorado, 9(2), 1–25. Retrieved from https://revistaseug.ugr.es/index.php/profesorado/article/view/19746