Abstract

Teacher Education and the Scholarship of Teaching continue to be challenged and reshaped by multiple forces. Teaching, as used in pedagogical discourse, has been contested as not precise enough for everyone to agree on their application (Smith, 1987, p.14). Traditional teacher education programs that premised on philosophy, psychology and sociology have been questioned. The first direct challenge surfaced when OECD (2002, p.9) advanced “the theory of learning is pre-scientific – in the sense it lacks as yet either predictive or explanatory power.KeywordsTeacher EducationPedagogical Content KnowledgeTeacher Education ProgramPedagogical DiscoursePedagogical PreparationThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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