智力高
发表于 2025-3-25 05:42:05
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集中营
发表于 2025-3-25 09:21:15
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Dappled
发表于 2025-3-25 14:31:57
Towards a Consensus Model: Literature Review of How Science Teachers’ Pedagogical Content Knowledge te PCK in highly diverse ways and use a wide range of data sources and approaches to capture and determine teachers’ PCK, which in turn generates different kinds of qualitative and quantitative data. Collectively, our findings reveal gaps in the PCK literature and highlight several points of diverge
悬挂
发表于 2025-3-25 17:40:11
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内阁
发表于 2025-3-25 21:24:55
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易于交谈
发表于 2025-3-26 03:22:31
Reconciliation Between the Refined Consensus Model of PCK and Extant PCK Models for Advancing PCK Reparison of the new model with the two extant PCK models, i.e. the RCM’s (1) emphasis on learning context for capturing PCK, (2) explicit visual representation of the link between PCK and the enactment of PCK, (3) distinction between personal PCK and collective PCK, and (4) shift in focus towards PCK
hurricane
发表于 2025-3-26 08:10:20
Exposing Pathways for Developing Teacher Pedagogical Content Knowledge at the Topic Level in Sciencenments during the intervention. The analysis of test data to detect shifts in the quality of pPCK was enabled using a criterion-based rubric, while a qualitative in-depth content analysis was employed on the collected assignments. Findings indicated a differentiated improvement in the pre-service te
毕业典礼
发表于 2025-3-26 10:35:23
The Development of Science Teachers’ Professional Competencecollective PCK (cPCK) and pedagogical knowledge (PK). The analyses reveal a stronger correlation between PK and cPCK in the first half and stronger correlation between CK and cPCK in the second half of teacher education. Again from a RCM perspective, the second study used the same instrument to asse
不如屎壳郎
发表于 2025-3-26 16:33:24
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constitute
发表于 2025-3-26 18:13:30
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