Expert Blind Spot: When Content Knowledge Eclipses Pedagogical Content Knowledge
نویسندگان
چکیده
The importance of content knowledge on proficiency in teaching practices is well documented (Borko et al., 1992; Shulman, 1986). But is this statement completely unimpeachable? Are there drawbacks for teaching that are specifically due to subject matter expertise? In this paper we draw on evidence from mathematics and language arts education to show ways that advanced knowledge in a content area can lead to notions about learning that are in conflict with students’ actual developmental processes. This underscores the need for empirically based theories of instruction, and for teachers to integrate assessment practices in their classroom curricula that have the potential to challenge their assumptions about mathematical development in their students.
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