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Professional and Subject Matter Knowledge for Teacher Education


by Lauren A. Sosniak - 1999

What 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.


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This article originally appeared as NSSE Yearbook Vol 98, No. 1.


Cite This Article as: Teachers College Record Volume 100 Number 5, 1999, p. 185-204
https://www.tcrecord.org ID Number: 18735, Date Accessed: 3/1/2021 1:54:12 AM

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About the Author
  • 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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