The History You Don’t Know, and the History You Do: The Promise of Signature Pedagogies in History Education

The persistent separation of subject-matter content and pedagogical training in traditional teacher education programs has made it difficult for many beginning teachers to establish a base of knowledge they can use to develop pedagogical content knowledge as their careers unfold. While existing efforts to bridge this gap have focused on intensive collaborations between education faculty and their colleagues in disciplinary fields, or on the integration of disciplinary knowledge into teacher education coursework, work still can be done to address the problem of providing beginning teachers with the balance of deep and flexible content knowledge complemented by practical teaching maneuvers that so many of them crave. This chapter explores the possibility of addressing this gap via the development of signature pedagogies, following the lead established in many other professional fields, paying special attention to Lee Shulman’s conceptualization of the idea and its potential impact on teacher education in history

One-Step Purification of Recombinant Human Amelogenin and Use of Amelogenin as a Fusion Partner

Amelogenin is an extracellular protein first identified as a matrix component important for formation of dental enamel during tooth development. Lately, amelogenin has also been found to have positive effects on clinical important areas, such as treatment of periodontal defects, wound healing, and bone regeneration. Here we present a simple method for purification of recombinant human amelogenin expressed in Escherichia coli, based on the solubility properties of amelogenin. The method combines cell lysis with recovery/purification of the protein and generates a >95% pure amelogenin in one step using intact harvested cells as starting material. By using amelogenin as a fusion partner we could further demonstrate that the same method also be can explored to purify other target proteins/peptides in an effective manner. For instance, a fusion between the clinically used protein PTH (parathyroid hormone) and amelogenin was successfully expressed and purified, and the amelogenin part could be removed from PTH by using a site-specific protease

(Reinforcing) factors influencing a physical education teachers use of the direct instruction model teaching games

he purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the factors that encouraged his use of the DIM. Data were collected from interviews and lesson observations. Inductive data analysis showed that while the teacher presented a ‘full version’ of the DIM, his limited content knowledge impacted on the use of the model in teaching cricket. Factors influencing his use of the model were a sporting perspective, a Post Graduate Certificate in Education mentor and the ability and behaviour of the students. These factors reinforced his undergraduate learning and subsequent use of the DIM. It is suggested that the comparable backgrounds of many PE student teachers may make the DIM an apt model to learn in undergraduate and postgraduate PE courses. However, effective use of the model requires students to be taught and to possess in-depth content knowledge of the game(s)/activities being taught and learned

Learning informally to use the 'full version' of teaching games for understanding

This paper examines an experienced teacher’s employment of the teaching games for understanding (TGfU) model in a UK secondary school. The study sought to investigate how the teacher delivered TGfU and those factors that influenced his informal learning of this instructional model. Occupational socialisation was utilised to determine the factors that influenced his use of TGfU. Qualitative data were collected from interviews, lesson observations and documentary evidence. Inductive data analysis indicated the teacher delivered the ‘full version’ of the model largely congruent with the creators’ intentions. The traditional approach to games teaching seen in his childhood and partially learned in higher education were ‘washed out’ by the influence of teaching colleagues and the development of a student-centred approach to teaching games. This study indicates it is possible to overcome traditional approaches to games teaching and informally learn to use TGfU successfully given conducive circumstances and sufficient time