Abstract
Lee Shulman (1986) brought to the forefront the need to distinguish the different dimensions of teacher knowledge that will help guide teacher preparation. Instead of the then prevalent view of ensuring that the student teacher enters teacher education with adequate subject content knowledge and then equipping her with generic pedagogical knowledge, Shulman introduced the dimension at the nexus of subject content knowledge and generic pedagogical knowledge as pedagogical content knowledge . We, as Mathematics educators, are happy to claim Shulman as one of our own, as he based much of his research and writing on the discipline of Mathematics.
The original version of this chapter was revised: Co-author name has been updated. The erratum to this chapter is available at 10.1007/978-981-10-3386-5_18
An erratum to this chapter can be found at http://dx.doi.org/10.1007/978-981-10-3386-5_18
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Notes
- 1.
Due to the shortness of the PGDE (primary) programme, curriculum time was only available for the inclusion of SK courses in the upper primary track where the student-teachers were prepared to teach two subjects instead of three subjects in the general track. However, this track was only operational for two cohorts in 2004 and 2005 because the Ministry of Education decided that all subsequent student-teachers entering the programme would be channelled to the general track.
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Tay, E.G., Lim, S.K., Ho, W.K., Toh, T.L. (2017). Preparing Mathematics Teachers in Singapore: The Issue of Mathematics Content Knowledge. In: Tan, OS., Liu, WC., Low, EL. (eds) Teacher Education in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-10-3386-5_7
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