In this chapter, three educators recount experiences of professional development from different perspectives in order to examine the intersection of teacher knowledge and subject matter in the areas of science and mathematics education. Professional development projects are productive avenues for exploring this phenomenon. We share stories of experience from professional develop projects of teachers who were situated in different places on the professional knowledge landscape: one elementary school teacher, one teacher educator, and one mathematics educator. From these various vantage points, the relationship between mathematics and science content knowledge and teacher knowledge holds different complexities and complications. Issues related to balancing teacher knowledge with content knowledge in professional development emerge. Based on the stories of experience and the analysis of the narratives, deliberation of curriculum is seen to be a valuable concept when engaging in professional development with teachers. Further, Pragmatic Intellectual Space is proposed for productive approaches to professional development.
Ross, V., Guerrero, S. and Fenton, E. (2017), "Variegated Stories of Professional Development: Striking A/N IM/Balance between Science and Mathematics Content Knowledge and Teacher Knowledge", Crossroads of the Classroom (Advances in Research on Teaching, Vol. 28), Emerald Publishing Limited, Leeds, pp. 19-37. https://doi.org/10.1108/S1479-368720160000028004
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