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Considering the environment: An expanded framework for teacher knowledge

Julie Donnelly, Landon Berry

Abstract


The emergence of active learning classrooms (ALCs) on university campuses introduces a need for university teachers to have a knowledge of the pedagogical use of physical space. We consider expanding two well-known frameworks for teacher knowledge. Pedagogical content knowledge (PCK) describes teacher knowledge about teaching discipline-specific content. Technological, pedagogical, and content knowledge (TPACK) recognizes digital technology as part of the knowledge base. With increased attention on learning spaces, we propose redefining technology to include non-digital technologies, (e.g. furniture, whiteboards). Further, we add “environment” to the knowledge base to address rhetorical communications from both the physical space and the classroom climate.


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ISSN: 21586195

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