Titlebook: Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science; Anne Hume,Rebecca Cooper,Andreas Borowski Book 20

智力高

集中营

Dappled

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

内阁

易于交谈

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

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

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

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constitute