professional knowledge

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tandfonline.com – Testing the Consensus Model: relationships among physics teachers’ professional knowledge, interconnectedness of content structure and student achievement

Posted on by Troels Gannerup Christensen - Læst 52 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT The structure and definition of professional knowledge is a continuing focus of science education research. In 2012, a pedagogical content knowledge (PCK) summit was held and it suggested a model of professional knowledge and skill including PCK, which was later often called the Consensus Model (Gess-Newsome, 2015. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Teaching and learning in science series. Re-examining… Continue Reading →

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tandfonline.com – Teacher collaboration’s influence on inquiry-based science teaching methods

Posted on by Troels Gannerup Christensen - Læst 6 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Developing inquiry-based science teaching (I.B.S.T.) methods in lower secondary schools challenges many schools and educational bodies. The paper addresses the influence of teacher collaboration on science teachers’ approaches and practices regarding I.B.S.T. The research emphasises three case studies: two science teachers, one expert and one new teacher, attending programmes based on teacher collaboration; one experienced teacher without any specific training on I.B.S.T.. Each of the three teachers was videotaped during one classroom session and interviewed about the video directly after the lesson. Their practices were portrayed in terms of the six crucial dimensions and indicators of I.B.S.T. Differences were seen among the three teachers. The two teachers attending programmes based on teacher collaboration employ teaching approaches and practices… Continue Reading →