Overview
- Includes supplementary material: sn.pub/extras
Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 6)
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Table of contents (12 chapters)
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Introduction
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The Literature
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Emerging Lines of Research in Science Teacher Education
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Impacts of PCK on the Development of Science Teacher Education Programs
Keywords
About this book
This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.
Reviews
Choice, 38:8 (April 2001)
Editors and Affiliations
Bibliographic Information
Book Title: Examining Pedagogical Content Knowledge
Book Subtitle: The Construct and its Implications for Science Education
Editors: Julie Gess-Newsome, Norman G. Lederman
Series Title: Contemporary Trends and Issues in Science Education
DOI: https://doi.org/10.1007/0-306-47217-1
Publisher: Springer Dordrecht
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eBook Packages: Springer Book Archive
Copyright Information: Springer Science+Business Media B.V. 1999
Hardcover ISBN: 978-0-7923-5903-6Published: 30 September 1999
Softcover ISBN: 978-1-4020-0275-5Published: 30 November 2001
eBook ISBN: 978-0-306-47217-6Published: 11 April 2006
Series ISSN: 1878-0482
Series E-ISSN: 1878-0784
Edition Number: 1
Number of Pages: XII, 307
Topics: Science Education, Teaching and Teacher Education, Learning & Instruction