CoRe: A way to build pedagogical content knowledge for beginning teachers
Research has shown that one of the factors which enables teachers to be effective is their rich pedagogical content knowledge (PCK). Beginning teachers need support to develop this PCK and recent research in the field has proposed a conceptual tool known as “content representations”, or CoRes, as a model for doing this. The study reported […]
Who, what, how, and why? Profiles, practices, pedagogies, and self-perception of adult literacy practitioners
1. Introduction This study began in the Spring of 2003, when we—the Canterbury Adult Basic Education Research Network (CABERN), an informal cross-sector network of local adult literacy researchers and practitioners—sent out a questionnaire. The questionnaire addressed potential respondents by asking: “Are you a tutor engaged in any aspect of adult literacy?” and the accompanying information […]