Exploring pedagogical content knowledge in science teacher education

被引：130
|
作者：
Loughran, John [1 ]
Mulhall, Pamela [2 ]
Berry, Amanda
机构：
[1] Monash Univ, Fac Educ, Clayton, Vic 3800, Australia
[2] Univ Melbourne, Melbourne, Vic, Australia
来源：
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | 2008年 / 30卷 / 10期
关键词：
D O I：
10.1080/09500690802187009
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
While the development of pedagogical content knowledge (PCK) is considered to be a goal of teacher education, teaching about the concept itself is an unusual practice. In this case study, we explore the outcomes when a teacher educator explicitly introduces student-teachers to ideas about PCK through the use of a CoRes and PaP-eRs conceptualisation. The case study explores how, through this purposeful use of PCK in a pre-service science teacher programme, student-teachers' thinking about their teaching and about their development as science teachers is shaped.
引用
收藏
页码：1301 / 1319
页数：19
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