Understanding and Developing Science Teachers' Pedagogical Content Knowledge Export

@book{citeulike:2297173, abstract = {{There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education.}}, author = {Loughran, John and Berry, Amanda and Mulhall, Pamela}, citeulike-article-id = {2297173}, citeulike-linkout-0 = {http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/9077874232}, citeulike-linkout-1 = {http://www.amazon.de/exec/obidos/redirect?tag=citeulike01-21&path=ASIN/9077874232}, citeulike-linkout-2 = {http://www.amazon.fr/exec/obidos/redirect?tag=citeulike06-21&path=ASIN/9077874232}, citeulike-linkout-3 = {http://www.amazon.co.uk/exec/obidos/ASIN/9077874232/citeulike00-21}, citeulike-linkout-4 = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20&path=ASIN/9077874232}, citeulike-linkout-5 = {http://www.worldcat.org/isbn/9077874232}, citeulike-linkout-6 = {http://books.google.com/books?vid=ISBN9077874232}, citeulike-linkout-7 = {http://www.amazon.com/gp/search?keywords=9077874232&index=books&linkCode=qs}, citeulike-linkout-8 = {http://www.librarything.com/isbn/9077874232}, day = {20}, howpublished = {Paperback}, isbn = {9077874232}, keywords = {lehrerbildung, lehrerforschung, pedagogicalcontentknowledge, wissen}, month = {March}, posted-at = {2008-01-28 10:07:55}, priority = {2}, publisher = {{Sense Publishers}}, title = {Understanding and Developing Science Teachers' Pedagogical Content Knowledge}, url = {http://www.amazon.com/exec/obidos/redirect?tag=citeulike07-20&path=ASIN/9077874232}, year = {2006} }

TY - BOOK ID - citeulike:2297173 L3 - citeulike-article-id:2297173 N2 - {There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education.} SN - 9077874232 TI - Understanding and Developing Science Teachers' Pedagogical Content Knowledge PB - {Sense Publishers} KW - lehrerbildung KW - lehrerforschung KW - pedagogicalcontentknowledge KW - wissen AU - Loughran, John AU - Berry, Amanda AU - Mulhall, Pamela PY - 2006/03/20/ UR - http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/9077874232 ER -