LEADER 06117nam 2200697 a 450 001 9910785533703321 005 20200520144314.0 010 $a94-6091-821-2 024 7 $a10.1007/978-94-6091-821-6 035 $a(CKB)2670000000236419 035 $a(EBL)3034703 035 $a(SSID)ssj0000879880 035 $a(PQKBManifestationID)11477764 035 $a(PQKBTitleCode)TC0000879880 035 $a(PQKBWorkID)10853703 035 $a(PQKB)11556467 035 $a(DE-He213)978-94-6091-821-6 035 $a(MiAaPQ)EBC3034703 035 $a(OCoLC)806230391 035 $a(nllekb)BRILL9789460918216 035 $a(MiAaPQ)EBC1030920 035 $a(Au-PeEL)EBL3034703 035 $a(CaPaEBR)ebr10589405 035 $a(OCoLC)810422462 035 $a(Au-PeEL)EBL1030920 035 $a(OCoLC)815390264 035 $a(PPN)168342707 035 $a(EXLCZ)992670000000236419 100 $a20130130d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aUnderstanding and developing science teachers' pedagogical content knowledge$b[electronic resource] /$fby John Loughran, Amanda Berry and Pamela Mulhall 205 $a2nd ed. 210 $aRotterdam $cSense Publishers$d2012 215 $a1 online resource (238 p.) 225 1 $aProfessional Learning 225 0$aProfessional learning ;$vv. 12 300 $aDescription based upon print version of record. 311 $a94-6091-788-7 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Teaching /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Pedagogical Content Knowledge /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Portraying PCK /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Particle theory /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Chemical reactions /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Section One /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Section Two /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Circulatory system /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Force /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Section One /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Section Two /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Electric circuits /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Genetics /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Examining the use and value of CoRes and PaP-eRs /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Science teaching and teacher education /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- References /$rJohn Loughran , Amanda Berry and Pamela Mulhall -- Index /$rJohn Loughran , Amanda Berry and Pamela Mulhall. 330 $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. 410 0$aProfessional Learning ;$v12 606 $aScience teachers 606 $aScience$xStudy and teaching (Secondary) 615 0$aScience teachers. 615 0$aScience$xStudy and teaching (Secondary) 676 $a370 700 $aLoughran$b John$01482682 701 $aBerry$b Amanda$01523952 701 $aMulhall$b Pamela$01523953 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910785533703321 996 $aUnderstanding and developing science teachers' pedagogical content knowledge$93764336 997 $aUNINA