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Pedagogical concepts are treated as conceptual and methodological tools supporting lesson design, implementation, and assessment. The model distinguishes theoretical, technical, and practical knowledge and describes how each supports analysis and planning decisions, illustrated through mathematics future teachers’ development and enactment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/conceptualizing-and-describing-teachers-learning-of-pedagogical-concepts-issue-2/593579/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/conceptualizing-and-describing-teachers-learning-of-pedagogical-concepts-issue-2/593579.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the proposed model in the paper?","Question",{"text":112,"@type":113},"To explore how teachers learn pedagogical concepts in teacher education programs that aim for competency in lesson planning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define pedagogical concepts for lesson planning?",{"text":117,"@type":113},"As conceptual and methodological tools that help teachers design a lesson plan, implement it, and assess its results.",{"name":119,"@type":110,"acceptedAnswer":120},"What three types of knowledge does the model use to describe teachers’ learning?",{"text":121,"@type":113},"The model distinguishes theoretical, technical, and practical knowledge.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593579,1792192277,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 12 | Article 2 |\n| --- | --- |\n| 2014\u003Cbr>Conceptualizing and Describing Teachers’Learning of Pedagogical Concepts\u003Cbr>Maria Jose Gonzalez\u003Cbr>Universidad de Cantabria, Spain, [gonzalelm@unican.es](gonzalelm@unican.es)\u003Cbr>Pedro Gómez\u003Cbr>Universidad de los Andes, Colombia, [argeifontes@gmail.com](argeifontes@gmail.com) |  |\n\nRecommended Citation  \nGonzalez, M., & Gómez, P. (2014). Conceptualizing and Describing Teachers’ Learning of Pedagogical Concepts. Australian Journal of Teacher Education, 39 (12).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss12/2](http://ro.ecu.edu.au/ajte/vol39/iss12/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss12/2](http://ro.ecu.edu.au/ajte/vol39/iss12/2)  \nAustralian Journal of Teacher Education  \nConceptualizing and Describing Teachers’ Learning of Pedagogical  \nConcepts  \nMaría José González  \nUniversidad de Cantabria, Spain  \nPedro Gómez  \nUniversidad de los Andes, Colombia  \nAbstract: In this paper, we propose a model to explore how teachers learn  \npedagogical concepts in teacher education programs that expect them to  \nbecome competent in lesson planning. In this context, we view pedagogi  \ncal concepts as conceptual and methodological tools that help teachers to  \ndesign a lesson plan on a topic, implement this lesson plan and assess its  \nresults. Concepts such as the notions of learning goals, errors, conceptual  \nstructure, representation systems, resources, grouping, interaction or as  \nsessment strategies are examples of such pedagogical concepts. We pro  \npose a model that involves three types of knowledge of a pedagogical con  \ncept—theoretical, technical and practical—for describing teachers’ learn  \ning of it. The knowledge classification proposed by this model assumes  \nthat a teacher should know the theory about the pedagogical concept  \n(theoretical knowledge), be able to use it for analysing the topic and pro  \nducing information about it (technical knowledge), and be able to use this  \ninformation for making decisions in the planning process (practical  \nknowledge). We present examples of the development and enactment of  \nthose types of knowledge by a group of mathematics future teachers in a  \nteacher education program we have worked on.  \nIntroduction  \nThere is an ever-growing literature about teachers’ learning (Adler, Ball, Krainer, Lin, & Novotna, 2005; Buitink, 2009; Gess-Newsome & Lederman, 2001; Sánchez, 2011) . An important proportion of this research is concerned with teachers’ knowledge: the knowledge necessary for an effective teaching (Beijaard, Korthagen, & Verloop, 2007; Hill, 2011; Hill, Ball, & Schilling, 2008; Hurrell, 2013). However, there is less literature on how teachers learn when they participate in teacher education programs (Borko, 2004; Carter, 1990; Cavanagh & Garvey, 2012) . This might be a consequence of the fact that what and how teachers learn in those circumstances depend upon what they are expected to learn and upon the opportunities they are given for learning it (Putnam & Borko, 2000) .  \nVol 39, 12, December 2014 13  \nAustralian Journal of Teacher Education  \nVol 39, 12, December 2014 14  \nAustralian Journal of Teacher Education  \nIn teacher education programs that expect teachers to become competent in lesson planning that promotes active learning (that is, in designing a lesson plan on a topic, that includes how the lesson is expected to be implemented and assessed), teachers have to adopt an active role as curriculum designers, holding a leading role in curriculum decision-making (Xu, 2009), as opposite, for instance, to book-knowledge transmitters. In order to become effective planners under this approach, teachers need to get to know the topic from multiple perspectives—the school content behind the topic, the cognitive aspects involved, and the teaching and assessment strategies that might be specific to it (Cooney, 2004,","cbCaimh8Wwr1ewCY","https://ap.wps.com/l/cbCaimh8Wwr1ewCY","pdf",226794,"English","# Abstract\n# Introduction\n## Background on teachers’ learning and knowledge\n## Teacher education and lesson planning with active learning\n# Model for conceptualizing teachers’ learning\n## Three types of knowledge: theoretical, technical, practical\n## Illustrations from mathematics future teachers","[{\"question\":\"What is the main purpose of the proposed model in the paper?\",\"answer\":\"To explore how teachers learn pedagogical concepts in teacher education programs that aim for competency in lesson planning.\"},{\"question\":\"How does the paper define pedagogical concepts for lesson planning?\",\"answer\":\"As conceptual and methodological tools that help teachers design a lesson plan, implement it, and assess its results.\"},{\"question\":\"What three types of knowledge does the model use to describe teachers’ learning?\",\"answer\":\"The model distinguishes theoretical, technical, and practical knowledge.\"}]","Conceptualizing and Describing Teachers’ Learning of Pedagogical Concepts - Issue 2 | PDF",1792077517,48]