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Repositioning Pedagogical Content Knowledge in Teachers Your browser indicates if you've visited this linkhttps springer com/gp/book/9789811358975Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science Editors: Hume, Anne, Cooper, Rebecca, Borowski, Andreas (Eds ) Free Preview Explores how the Pedagogical Content Knowledge (PCK) construct is currently being interpreted, used, and measured in science education; Repositions PCK within teachers Repositioning Pedagogical Content Knowledge in Teachers Your browser indicates if you've visited this linkhttps com/Repositioning-Pedagogical-Knowledge-Teachers-Teaching/dp/ com: Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science (9789811358975): Hume, Anne, Cooper, Rebecca, Borowski, Andreas Repositioning Pedagogical Content Knowledge in Teachers Your browser indicates if you've visited this linkhttps link springer com/book/10 1007/978-981-13-5898-2Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science Editors perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher education agendas for science teaching The first few chapters background and introduce a new model known as the Refined Consensus Repositioning Pedagogical Content Knowledge in Teachers Your browser indicates if you've visited this linkhttps b-ok cc/book/4980700/96bb6aRepositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science Anne Hume , Rebecca Cooper , Andreas Borowski This book enhances readers' understanding of science teachers' professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers' practices Repositioning Pedagogical Content Knowledge in Teachers Your browser indicates if you've visited this linkhttps research monash edu/en/publications/repositioning-pedagogical-content-knowledge-in-teachers-knowledgeTY - BOOK T1 - Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science A2 - Hume, Anne A2 - Cooper, RebeccaRepositioning Pedagogical Content Knowledge in Teachers Your browser indicates if you've visited this linkhttps bokus com/bok/9789811358975/repositioning-pedagogical-content-knowledge-in-teachers-knowledge-for-teaching-science/This book enhances readers' understanding of science teachers' professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers' practices and how students learn science Importantly, it offers an updated international perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher Repositioning Pedagogical Content Knowledge in Teachers Your browser indicates if you've visited this linkhttps researchgate net/publication/330699882_Repositioning_Pedagogical_Content_Knowledge_in_Teachers'_Knowledge_for_Teaching_ScienceImportantly, it offers an updated international perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher education agendas for science teaching Re-examining Pedagogical Content Knowledge in Science Your browser indicates if you've visited this linkhttps b-ok org/book/2600997/9bc3e6Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s Pedagogical Content Knowledge: Teachers' Integration of Your browser indicates if you've visited this linkhttps narst org/research-matters/pedagogical-content-knowledgeThe integrated nature of pedagogical content knowledge is also described by Kennedy (1990) Figure 1 Pedagogical Content Knowledge in the Experienced Teacher Research Evidence Hashweh (1985, 1987) conducted an extensive study of three physics teachers' and three biology teachers' knowledge of science and the impact of that knowledge on their The Refined Consensus Model of Pedagogical Content Your browser indicates if you've visited this linkhttps link springer com/chapter/10 1007/978-981-13-5898-2_2Abstract This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two dozen international researchers in science teacher education More results
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