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Professional and Subject Matter Knowledge for Teacher Education by Lauren A. Sosniak - 1999What knowledge is of most worth to prospective and practicing
teachers? How should we balance and integrate the various components
of a teacher education curriculum? What rules, or principles of
practice, should govern work with chosen teacher education content?
Each of these classic curriculum questions draws us into deliberation
about the nature and the place of professional and subject matter
knowledge in teacher education.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 98, No. 1. |
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- Lauren Sosniak
San Jose State University
E-mail Author
LAUREN SOSNIAK is an Associate Professor in the Division of Teacher Education of
the College of Education at San Jose State University. She is also the coordinator of
graduate programs for her division. Professor Sosniak’s research focuses on curriculum
enactment and students’ experiences with curriculum in and out of school.
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