ABSTRACT
Grossman, Wilson and Shulman (1989) highlighted the importance of a teacher’s knowledge, of both content and process (syntactic) aspects of science, in determining not only what, but how, student-teachers taught:
Novice teachers who lack knowledge of syntactic structures of the subject matter fail to incorporate that aspect of the discipline in their curriculum. We believe that they consequently run the risk of misrepresenting the subject matters they teach and seriously limit prospective teachers’ abilities to learn new information in their fields.
