The article calls for viewing PCK as neither a subcategory of subject matter (subject matter knowledge for teaching) nor as a general generic form of knowledge. It presents a view of PCK as a collection of teacher professional constructions, as a form of knowledge that preserves the planning and wisdom of practice that the teacher acquires when repeatedly teaching a certain topic
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SpeEdChange: Changing Gears 2012: rejecting the "flip" - 2 views
Formative assessment - Google Slides - 0 views
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