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Understanding science teachers' prof...

Grangeat, Michel.

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Understanding science teachers' professional knowledge growth

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding science teachers' professional knowledge growth/ edited by Michel Grangeat.
其他作者:	Grangeat, Michel.
出版者:	Rotterdam :SensePublishers : : 2015.,
面頁冊數:	viii, 232 p. :ill., digital ;24 cm.
內容註:	Acknowledgements -- Introduction: Exploring the Growth of Science Teachers' Professional Knowledge -- Section 1: Performing Efficient Teaching: Role of the Content to Be Taught -- Pre-service Primary School Teachers' Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science -- The Double Loop of Science Teachers' Professional Knowledge Acquisition -- PCK at Stake in Teacher-Student Interaction in Relation to Students' Difficulties -- Analysing Teachers' Pedagogical Content Knowledge from the Perspective of the Joint Action Theory in Didactics -- Section 2: Balancing General and Specific Pedagogical Knowledge: Role of Collaborative Settings -- Studying the Activity of Two French Chemistry Teachers to Infer Their Pedagogical Content Knowledge and Their Pedagogical Knowledge -- Exploring the Set of Pedagogical Knowledge, from Pedagogy to Content -- Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities -- Learning from a Learning Study: Developing Teachers' PCK through Collaborative Practices -- Section 3: Alternative Perspectives and Frameworks -- From New Educational Technologies to a Personal-Instructional Repertoire -- Natural Cognitive Foundations of Teacher Knowledge: An Evolutionary and Cognitive Load Account -- Section 4: Conclusion -- A New Model for Understanding the Growth of Science Teacher Professional Knowledge -- About the Contributors.
Contained By:	Springer eBooks
標題:	Science teachers - Education (Continuing education) -
電子資源:	http://dx.doi.org/10.1007/978-94-6300-313-1
ISBN:	9789463003131$q(electronic bk.)

Understanding science teachers' professional knowledge growth
Understanding science teachers' professional knowledge growth[electronic resource] /edited by Michel Grangeat. - Rotterdam :SensePublishers :2015. - viii, 232 p. :ill., digital ;24 cm.

Acknowledgements -- Introduction: Exploring the Growth of Science Teachers' Professional Knowledge -- Section 1: Performing Efficient Teaching: Role of the Content to Be Taught -- Pre-service Primary School Teachers' Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science -- The Double Loop of Science Teachers' Professional Knowledge Acquisition -- PCK at Stake in Teacher-Student Interaction in Relation to Students' Difficulties -- Analysing Teachers' Pedagogical Content Knowledge from the Perspective of the Joint Action Theory in Didactics -- Section 2: Balancing General and Specific Pedagogical Knowledge: Role of Collaborative Settings -- Studying the Activity of Two French Chemistry Teachers to Infer Their Pedagogical Content Knowledge and Their Pedagogical Knowledge -- Exploring the Set of Pedagogical Knowledge, from Pedagogy to Content -- Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities -- Learning from a Learning Study: Developing Teachers' PCK through Collaborative Practices -- Section 3: Alternative Perspectives and Frameworks -- From New Educational Technologies to a Personal-Instructional Repertoire -- Natural Cognitive Foundations of Teacher Knowledge: An Evolutionary and Cognitive Load Account -- Section 4: Conclusion -- A New Model for Understanding the Growth of Science Teacher Professional Knowledge -- About the Contributors.

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 Universite Grenoble Alpes in March 2015.

ISBN: 9789463003131$q(electronic bk.)

Standard No.: 10.1007/978-94-6300-313-1doiSubjects--Topical Terms:

2165595
Science teachers
--Education (Continuing education)

LC Class. No.: Q181

Dewey Class. No.: 507.1

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520 $a 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 Universite Grenoble Alpes in March 2015.
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