Promoting Research-Based Physics Teacher Education in Canada: Building Bridges between Theory and Practice

摘要

More than 25 years ago, Lee S. Shulman, then president of the American Educational Research Association, challenged us to re-think how we prepare teachers through focussing on Pedagogical Content Knowledge (PCK) - the knowledge of content and content-specific pedagogies. Shulman pointed out that in their attempt to incorporate generic educational research, many Teacher Education Programs suffered from the "missing paradigm" problem. They neglected the nature of the subject matter that teacher candidates were pre-paring to teach.