Overview
- The book offers an evidence-based model for understanding the factors that influence the development of science teacher professional knowledge
- The book raises important implications for enhancing science teaching, as well as pre- and in-service teacher education
- This publication bridges the gap between general and content pedagogical knowledge in science education
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Table of contents (12 chapters)
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Front Matter
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Performing Efficient Teaching: Role of the Content to be Taught
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Front Matter
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Balancing General and Specific Pedagogical Knowledge: Role of Collaborative Settings
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Front Matter
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Alternative Perspectives and Frameworks
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Front Matter
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Conclusion
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Front Matter
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Back Matter
Keywords
About this book
Science education has to be improved in order to become more responsive to the needs of society confronted with a rapidly changing world. Bringing science teaching up to a higher level is a key factor in this endeavour.
The authors of this book think about teachers as part of the immediate and large communities and systems in which they function. They consider the development of teachers professional knowledge as a continuous process that depends on the communities they are committed to and participate in, the discipline they are teaching, the social context in which they perform, the instruments made available in their environment, and their day-to-day classroom experience. From this perspective, each teacher learns in an individual way, but cannot learn without relying on their colleagues and other partners. Such professional knowledge is partly tacit and explicit, and thus possessed by teachers, experts and researchers.
Coordinating activity theory and models of pedagogical content knowledge (PCK), the book provides a better understanding of the growth of science teacher professional knowledge. The chapters are organised around shared perspectives and themes and based on research findings. The emerging model can inform pre-service teacher educators, researchers and students.
The book results from exchanges and symposia during international conferences (ECER, ESERA) and from a two-day seminar held at Université Grenoble Alpes in March 2015.
Editors and Affiliations
Bibliographic Information
Book Title: Understanding Science Teachers’ Professional Knowledge Growth
Editors: Michel Grangeat
DOI: https://doi.org/10.1007/978-94-6300-313-1
Publisher: SensePublishers Rotterdam
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: SensePublishers-Rotterdam, The Netherlands 2015
eBook ISBN: 978-94-6300-313-1Published: 09 December 2015
Edition Number: 1
Number of Pages: VIII, 232
Topics: Education, general