Science Teachers' Views on CoRes and PaP-eRs as a Framework for Articulating and Developing Pedagogical Content Knowledge

Autor/inn/en	Bertram, Adam; Loughran, John
Titel	Science Teachers' Views on CoRes and PaP-eRs as a Framework for Articulating and Developing Pedagogical Content Knowledge
Quelle	In: Research in Science Education, 42 (2012) 6, S.1027-1047 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9227-4
Schlagwörter	Science Teachers; Pedagogical Content Knowledge; Teacher Attitudes; Science Instruction; Longitudinal Studies; Teaching Methods; Knowledge Base for Teaching; Research Methodology; Guidelines + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Research method; Forschungsmethode; Richtlinien
Abstract	This paper reports on a study which was designed to examine how CoRes (Content Representations) and PaP-eRs (Pedagogical and Professional-experience Repertoires) might impact the practice of science teachers by considering how they might value (or not) pedagogical content knowledge (PCK) as part of their professional knowledge. The paper is based on a 2 year longitudinal study that used CoRes and PaP-eRs as a form of intervention with a group of teachers (n = 6) to determine how they interpreted, used and developed their understanding of PCK over time. The study concluded that the participating teachers developed rich understandings of their professional knowledge of science teaching and were of the view that CoRes and PaP-eRs were significant in shaping that development. As a consequence, the study also validates the use of CoRes and PaP-eRs as a meaningful methodology for examining science teachers' PCK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10