Understanding science teachers' professional knowledge growth /

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Science education has to be improved in order to become more responsive to the needs of society confronted with a rapidly changing world. Bringing science teaching up to a higher level is a key factor in this endeavour. The authors of this book think about teachers as part of the immediate and large...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Grangeat, Michel (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Rotterdam : SensePublishers, 2015.
Temas:
Science teachers > Education (Continuing education)
Professeurs de sciences > Éducation permanente.
SCIENCE > Study & Teaching.
Education.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Acknowledgements
  • Introduction: Exploring the Growth of Science Teachers? Professional Knowledge
  • Section 1: Performing Efficient Teaching: Role of the Content to Be Taught
  • Pre-service Primary School Teachers? Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science
  • The Double Loop of Science Teachers? Professional Knowledge Acquisition
  • PCK at Stake in Teacher?Student Interaction in Relation to Students? Difficulties
  • Analysing Teachers? Pedagogical Content Knowledge from the Perspective of the Joint Action Theory in Didactics
  • Section 2: Balancing General and Specific Pedagogical Knowledge: Role of Collaborative Settings
  • Studying the Activity of Two French Chemistry Teachers to Infer Their Pedagogical Content Knowledge and Their Pedagogical Knowledge
  • Exploring the Set of Pedagogical Knowledge, from Pedagogy to Content
  • Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities
  • Learning from a Learning Study: Developing Teachers? PCK through Collaborative Practices
  • Section 3: Alternative Perspectives and Frameworks
  • From New Educational Technologies to a Personal-Instructional Repertoire
  • Natural Cognitive Foundations of Teacher Knowledge: An Evolutionary and Cognitive Load Account
  • Section 4: Conclusion
  • A New Model for Understanding the Growth of Science Teacher Professional Knowledge
  • About the Contributors.

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