Abstract
This paper proposes the method of professional knowledge to affect all aspects of teacher education and teaching, corresponding to teachers’ understanding of the curriculum and the role of textbooks. The methods also influence the choice and design of technology. Therefore, teachers should have a deep understanding of the reciprocity between this mechanism, which involves the relationship of roles that teachers need to know the existence form and basic composition of different technologies in the context of teaching and learning. Also, the subject teaching knowledge in the framework is an aggregation of content knowledge and pedagogy knowledge, in terms of the knowledge about courses, evaluations, and reports included in the subject teaching knowledge. In conclusion, we can have wisdom, flexibility, and tension to choose the appropriate teaching method for subject content, and support technology to promote the occurrence of learning and the deconstruction of intelligent behavior.
Highlights
Teachers’ professional knowledge can affect all aspects of teacher education and teaching, such as teachers’ understanding of the curriculum and the role of textbooks
This paper proposes the method of professional knowledge to affect all aspects of teacher education and teaching, corresponding to teachers’ understanding of the curriculum and the role of textbooks
The subject teaching knowledge in the framework is an aggregation of content knowledge and pedagogy knowledge, in terms of the knowledge about courses, evaluations, and reports included in the subject teaching knowledge
Summary
Teachers’ professional knowledge can affect all aspects of teacher education and teaching, such as teachers’ understanding of the curriculum and the role of textbooks. Due to the complexity and variability of teachers’ teaching activities, we have different research angles and paths, and general knowledge about teachers. The first category is the “should” orientation of teacher knowledge classification research, from the perspective of what kind of knowledge teachers should have. An understanding of changing the teaching of teachers and the learning of students is similar to the knowledge of “integration of technology and teaching”, i.e., the second category that we used to say new technology can be used to reinforce existing teaching methods, and to generate new teaching methods, and vice versa, used by teachers (John & Sutherland, 2004; Dede, 2008; Ezziane, 2007).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
