000			04065nam a22004215i 4500
001			978-94-6091-821-6
003			DE-He213
005			20140220083348.0
007			cr nn 008mamaa
008			120730s2012 ne | s |||| 0|eng d
020			_a9789460918216 _9978-94-6091-821-6
024	7		_a10.1007/978-94-6091-821-6 _2doi
050		4	_aL1-991
072		7	_aJN _2bicssc
072		7	_aEDU000000 _2bisacsh
082	0	4	_a370 _223
100	1		_aLoughran, John. _eeditor.
245	1	0	_aUnderstanding and Developing Science Teachers’ Pedagogical Content Knowledge _h[electronic resource] / _cedited by John Loughran, Amanda Berry, Pamela Mulhall.
264		1	_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2012.
300			_bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aProfessional Learning ; _v12
520			_aThere 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. Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract. In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning. Professor Julie Gess-Newsome Dean of the Graduate School of Education Williamette University This book contributes to establishing CoRes and PaP-eRs as immensely valuable tools to illuminate and describe PCK. The text provides concrete examples of CoRes and PaP-eRs completed in “real-life” teaching situations that make stimulating reading. The authors show practitioners and researchers alike how this approach can develop high quality science teaching. Dr Vanessa Kind Director Science Learning Centre North East School of Education Durham University
650		0	_aEducation.
650	1	4	_aEducation.
650	2	4	_aEducation (general).
700	1		_aBerry, Amanda. _eeditor.
700	1		_aMulhall, Pamela. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
830		0	_aProfessional Learning ; _v12
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6091-821-6
912			_aZDB-2-SHU
999			_c104905 _d104905