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===Content and Pedagogy===

===Content and Pedagogy===

The [http://ncte-india.org/publicnotice/NCFTE_2010.pdf NCFTE] says "Most teacher education courses focus exclusively on the methodology of teaching individual school subjects. It is assumed that the teacher trainees have the subject-content knowledge which they would draw upon when required. Hence, teacher education curricula do not engage teacher trainees with subject-content. However, if we want to prepare teachers to present subject-content in developmentally appropriate ways and with critical perspectives it is essential that several theoretical concepts learnt during general education in school and college be revisited and reconstructed".<br>

The [http://ncte-india.org/publicnotice/NCFTE_2010.pdf NCFTE] says "Most teacher education courses focus exclusively on the methodology of teaching individual school subjects. It is assumed that the teacher trainees have the subject-content knowledge which they would draw upon when required. Hence, teacher education curricula do not engage teacher trainees with subject-content. However, if we want to prepare teachers to present subject-content in developmentally appropriate ways and with critical perspectives it is essential that several theoretical concepts learnt during general education in school and college be revisited and reconstructed".<br>

[http://academic.wsc.edu/education/curtiss_j/eisner.htm Elliot W. Eisner] said that “Like the systole and diastole of the beating heart, curriculum (content) and teaching (pedagogy) are the most fundamental aspects. ...No curriculum teaches itself, it always must be mediated, and teaching is the fundamental mediator". <br> Thus content and pedagogy and closely linked in the processes of teaching and teacher education needs to focus on both. [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] also disagreed with the thinking  that teachers' subject (content) knowledge and pedagogy were mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. He introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, (and also curriculum knowledge, knowledge of educational contexts etc). PCK has two parts:

[http://academic.wsc.edu/education/curtiss_j/eisner.htm Elliot W. Eisner] said that “Like the systole and diastole of the beating heart, curriculum (content) and teaching (pedagogy) are the most fundamental aspects. ...No curriculum teaches itself, it always must be mediated, and teaching is the fundamental mediator". <br> Thus content and pedagogy are closely linked in the processes of teaching, and teacher education needs to focus on both. [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] also disagreed with the thinking  that teachers' subject (content) knowledge and pedagogy were mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. He introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, (and also curriculum knowledge, knowledge of educational contexts etc). PCK has two parts:

#Content: Which includes all that the teacher needs to know to teach. This includes actual content (not just facts and definitions but key concept learnings, the ethics of the subject, the social justification/ social implication for the subject and the philosophy of the subject). This can be seen as the “what” of teaching. Content knowledge will make you an expert in the subject.  

#Content: Which includes all that the teacher needs to know to teach. This includes actual content (not just facts and definitions but key concept learnings, the ethics of the subject, the social justification/ social implication for the subject and the philosophy of the subject). This can be seen as the “what” of teaching. Content knowledge will make you an expert in the subject.  

#Pedagogy : Which includes all the methods, strategies and techniques that are used to teaching. This includes various technologies, use of various resources, materials, etc. This can be seen as the “how” of teaching.<br>

#Pedagogy : Which includes all the methods, strategies and techniques that are used to teaching. This includes various technologies, use of various resources, materials, etc. This can be seen as the “how” of teaching.<br>

===Concept Map===

===Concept Map===

The TPACK framework provides a perspective on how technology impacts content and pedagogy, the two main components of the teaching learning process. This framework can help us understand the integration of ICTs into teaching-learning. The [http://karnatakaeducation.org.in/KOER/en/index.php/Subject_Teacher_Forum Subject Teacher Forum] program design is informed by this framework. In recent workshops with Telangana maths and science teachers, this framework was discussed, and the concept maps exploring TPACK in these subjects was created, which is provided below.

The TPACK framework provides a perspective on how technology impacts content and pedagogy, the two main components of the teaching learning process. This framework can help us understand the integration of ICTs into teaching-learning. In recent Subject Teacher Forum workshops with Telangana maths and science teachers, this framework was discussed, and the concept maps exploring TPACK in these subjects was created, which is provided below.

   

   

===Mathematics teachers===

===Mathematics teachers===

[[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]<mm>[[Understanding_TPACK_-_Telangana_Maths_STF_Hyderabad.mm|Flash]]</mm>

[[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]

 

===Science teachers===

===Science teachers===

[[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]<mm>[[Understanding TPACK  - Telangana Science STF Hyderabad.mm|Flash]]</mm>

[[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]