Understanding science teachers' professional knowledge growth:
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam
Sense Publishers
[2015]
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| Schlagworte: | |
| Online-Zugang: | Klappentext Inhaltsverzeichnis |
| Beschreibung: | vii, 232 Seiten Illustrationen |
| ISBN: | 9789463003117 9789463003124 9789463003131 |
Internformat
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Datensatz im Suchindex
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Universite Grenoble Atpes, France
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
communities and systems in which they function. They consider the development
ESERA) and from a two-day seminar held at Universite Grenoble Alpes in March 2015.
TABLE OF CONTENTS
Acknowledgements vii
1. Introduction: Exploring the Growth of Science Teachers’
Professional Knowledge I
Michel Grangeat and Suzanne Kapelari
Section 1 : Performing Efficient Teaching: Role of the Content to Be Taught
2. Pre-service Primary School Teachers’ Knowledge of Science Concepts
and the Correlation between Knowledge and Confidence in Science 13
Lorraine McCormack
3. The Double Loop of Science Teachers Professional Knowledge
Acquisition 27
Alain Jameau and Jean-Marie Boil ex in
4. PCK at Stake in Teacher-Student Interaction in Relation
to Students Difficulties 47
David Cross and Celine Lepareur
5. Analysing Teachers Pedagogical Content Knowledge from the
Perspective of the Joint Action Theory in Didactics 63
Gérard Sensevy
Section 2: Balancing General and Specific Pedagogical Knowledge:
Role of Collaborative Settings
6. Studying the Activity of Two French Chemistry Teachers to Infer Their
Pedagogical Content Knowledge and Their Pedagogical Knowledge 89
Isabelle Kermen
1. Exploring the Set of Pedagogical Knowledge, from Pedagogy to Content 117
Michel Grangeat
8. Collaborative Pedagogical Content Knowledge Creation in
Heterogeneous Learning Communities 135
Suzanne Kapelari
v
TABLE OF CONTENTS
9. Learning from a Learning Study: Developing Teachers’ PCK through
Collaborative Practices 155
Per ni lia Nilsson
Section 3: Alternative Perspectives and Frameworks
10. From New Educational Technologies to a Personal-Instructional
Repertoire 171
Shulam it Kapon
11. Natural Cognitive Foundations of Teacher Knowledge: An Evolutionary
and Cognitive Load Account 187
Philippe Dessus, Franck Tanguy and André Tricot
Section 4: Conclusion
12. A New Model for Understanding the Growth of Science Teacher
Professional Knowledge 205
Michel Grangeat and Brian Hudson
About the Contributors
229
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| title | Understanding science teachers' professional knowledge growth |
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| title_full | Understanding science teachers' professional knowledge growth edited by Michel Grangeat |
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