Modern Compiler Design

  • Grune D
  • van Reeuwijk K
  • Bal H
  • et al.
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Abstract

This chapter explores how pedagogical practice is constructed from a theoretical perspective. Following a brief discussion on what is meant by pedagogy I investigate Shulman’s (1987) framework of teacher knowledge. Next I offer a more complete picture of how teacher knowledge is built up using theories of pedagogy and models that already exist in the field. Finally I construct a model of influences on pedagogical practice based on previous literature as a theoretical foundation on which to underpin my analysis of a teacher’s individual whiteboard pedagogy for this thesis. I intend to use the theory explored in this chapter to address the change in an individual teacher’s change in pedagogical knowledge and practice as opposed to his or her learning within the whole school context.

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Grune, D., van Reeuwijk, K., Bal, H. E., Jacobs, C. J. H., & Langendoen, K. (2012). Modern Compiler Design. Modern Compiler Design. Springer New York. https://doi.org/10.1007/978-1-4614-4699-6

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