期刊
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
卷 30, 期 10, 页码 1301-1319出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09500690802187009
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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.
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