No 56 (2012): Special Issue: Teacher knowledge and learning - perspectives and reflections | Journal of Education

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Published: 2021-05-24

Editorial

Editorial

Carol Bertram, Iben Maj Christiansen

1-16
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Research Articles

Recontexualising items that measure mathematical knowledge for teaching into scenario based interviews: an investigation

Jill Adler, Sitti Maesuri Patahuddin

17-44
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The conceptualisation and measurement of pedagogical content knowledge and content knowledge in the COACTIV study and their impact on student learning

Stefan Krauss, Werner Blum

45-66
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Mediating early number learning: specialising across teacher talk and tools?

Hamsa Venkat, Mike Askew

67-90
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Summative assessment of student teaching: a proposed approach for quantifying practice

Lee Rusznyak

91-116
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Teacher learning through teaching and researching: the case of four teacherresearchers in a Masters programme

Sarah Bansilal

117-138
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Exploring the views of educators and students on privileged knowledge domains in a teacher education programme: a case study

Lungile Sosibo

139-162
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Ready to teach? Reflections on a South African mathematics teacher education programme

Iben Maj Christiansen

163-194
- pdf