Titlebook: Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science; Anne Hume,Rebecca Cooper,Andreas Borowski Book 20

監(jiān)禁

比目魚(yú)

Reconciliation Between the Refined Consensus Model of PCK and Extant PCK Models for Advancing PCK Reic PCK model can be situated within the Refined Consensus Model (RCM) of PCK as I reflect on examples of my earlier research in science teacher education. To guide my previous research, I used the pentagon model of PCK to . and . PCK and the indispensable and idiosyncratic PCK model to . and . PCK.

斷言

結(jié)構(gòu)

G-spot

DOSE

CHASM

Unravelling Student Science Teachers’ pPCK Development and the Influence of Personal Factors Using Ar education programme using PCK-oriented forms for lesson planning, evaluation and reflection. We unravel the student science teachers’ development of pPCK in terms of (1) developmental steps, (2) pPCK components and (3) moderating personal factors. Our method relies on authentic data sources only,

欲望小妹

Investigating Practising Science Teachers’ pPCK and ePCK Development as a Result of Collaborative Coce teachers’ personal and enacted pedagogical content knowledge (pPCK and ePCK). These conceptualisations of PCK are components of the Refined Consensus Model (RCM) of PCK (see Chap.?. of this book). The cross-case study focused on three cases involving science teachers with a limited physics backgr

伴隨而來(lái)

A Grand Rubric for Measuring Science Teachers’ Pedagogical Content Knowledgevely. Well-designed PCK rubrics can guide the judgement of PCK quality for valid assessment. This chapter considers the possibility of a “grand rubric” that allows measurement of different variants of PCK as depicted in the Refined Consensus Model (RCM). To achieve this goal, the chapter first revie

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