| 書(shū)目名稱 | Understanding and Developing ScienceTeachers’ Pedagogical Content Knowledge | | 編輯 | John Loughran,Amanda Berry,Pamela Mulhall | | 視頻video | http://file.papertrans.cn/942/941729/941729.mp4 | | 概述 | Written by experts, Gives a modern approach, Comprehensive in Scope | | 叢書(shū)名稱 | Professional Learning | | 圖書(shū)封面 |  | | 描述 | There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit.Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge.Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content | | 出版日期 | Book 2012 | | 關(guān)鍵詞 | teacher education; professional education | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-6091-821-6 | | isbn_ebook | 978-94-6091-821-6 | | copyright | SensePublishers 2012 |
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