| 書目名稱 | Understanding Science Teachers’ Professional Knowledge Growth | | 編輯 | Michel Grangeat | | 視頻video | http://file.papertrans.cn/942/941645/941645.mp4 | | 概述 | The book offers an evidence-based model for understanding the factors that influence the development of science teacher professional knowledge.The book raises important implications for enhancing scie | | 圖書封面 |  | | 描述 | Science education has to be improved in order to become more responsive to the needs of society confronted with a rapidly changing world. Bringing science teaching up to a higher level is a key factor in this endeavour.The authors of this book think about teachers as part of the immediate and large communities and systems in which they function. They consider the development of teachers? professional knowledge as a continuous process that depends on the communities they are committed to and participate in, the discipline they are teaching, the social context in which they perform, the instruments made available in their environment, and their day-to-day classroom experience. From this perspective, each teacher learns in an individual way, but cannot learn without relying on their colleagues and other partners. Such professional knowledge is partly tacit and explicit, and thus possessed by teachers, experts and researchers.Coordinating activity theory and models of pedagogical content knowledge (PCK), the book provides a better understanding of the growth of science teacher professional knowledge. The chapters are organised around shared perspectives and themes and based on research | | 出版日期 | Book 2015 | | 關(guān)鍵詞 | teacher professional knowledge; science education; teacher development; pedagogical content knowledge; a | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-6300-313-1 | | isbn_ebook | 978-94-6300-313-1 | | copyright | SensePublishers-Rotterdam, The Netherlands 2015 |
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