Content. Content and curricular knowledge refers to the grounding of educators in content knowledge and knowledge construction and in making meaningful to learners the content of the P-16 curriculum. Preparation of educators, and particularly of teacher candidates, at UNT emphasizes two of three categories of teacher learning identified by Cochran-Smith and Lytle: knowledge-for-practice and knowledge-in-practice. Knowledge-for-practice assumes that formal knowledge such as theoretical models, subject matter content, instructional strategies, and effective practices are created by researchers and theorists and passed along to less experienced educators. To guide and engage learners, educators must possess a solid understanding of subject matter content and curriculum development models, and a repertoire of varied instructional strategies. The emphasis on knowledge-for-practice learning at UNT is dictated by standards that shape the commitment of faculty to share their own experiences and research

Cochran-Smith, M. & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education,24, 249-306.