Title | Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science [electronic resource] / edited by Anne Hume, Rebecca Cooper, Andreas Borowski |
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Imprint | Singapore : Springer Singapore : Imprint: Springer, 2019 |
Edition | 1st ed. 2019 |
Connect to | https://doi.org/10.1007/978-981-13-5898-2 |
Descript | XXI, 329 p. 55 illus., 27 illus. in color. online resource |
Part I Introduction to the refined consensus model of pedagogical content knowledge in Science education -- 1 Towards a consensus model: Literature review of how science teachers' pedagogical content knowledge is investigated in empirical studies -- 2 The refined consensus model of PCK in Science education -- 3 Vignettes illustrating practitioners' and researchers' applications of the refined consensus model of pedagogical content knowledge -- Part II Reimagining the existing -- 4 Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research in Science -- 5 Exposing pathways for developing teacher pedagogical content knowledge at the topic level in Science -- 6 The development of Science teachers' professional competence -- 7 Illustrating and developing Science teachers' pedagogical content knowledge through learning study -- 8 The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in Science teaching -- Part III New approaches to PCK research in Science -- 9 Unraveling student teachers' pPCK development in Science and the influence of psychological factors using authentic data sources -- 10 Investigating practising Science teachers' pPCK and ePCK development as a result of collaborative CoRe design -- 11 A grand rubric for measuring Science teachers' pedagogical content knowledge -- 12 Unpacking the complexity of Science teachers' PCK in action: Enacted and personal PCK -- Section IV So what and what next? -- 13 Perspectives on the future of PCK research in Science and other domains -- 14 Developing research on PCK as a community