A research model for the study of science teachers' PCK and improving teacher education

被引：60
|
作者：
van Dijk, Esther M. [1 ]
Kattmann, Ulrich
机构：
[1] Carl Von Ossietzky Univ Oldenburg, Didakt Zentrum, D-26111 Oldenburg, Germany
[2] Carl Von Ossietzky Univ Oldenburg, Inst Biol & Environm Sci, D-26111 Oldenburg, Germany
来源：
TEACHING AND TEACHER EDUCATION | 2007年 / 23卷 / 06期
关键词：
pedagogical content knowledge; science teachers; teacher education; research model; teacher knowledge; educational reconstruction;
D O I：
10.1016/j.tate.2006.05.002
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this article, a new research model for the study of pedagogical content knowledge (PCK) is presented which aims to improve teacher education. This model called "educational reconstruction for teacher education" (ERTE) represents the framework for an integrative approach to the study of science teachers' topic specific PCK, which is a largely unexplored field. By integrating the PCK concept, originating in the American Curriculum tradition, into the German (Fach)didaktik tradition, this model adds a new perspective to (Fach)didaktik. This paper, therefore, also aims to clarify the PCK concept and its relation to Fachdidaktik. (c) 2006 Elsevier Ltd. All rights reserved.
引用
收藏
页码：885 / 897
页数：13
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