Abstract
The inherent complexity of teacher knowledge, and hence teacher learning, has been well documented in science education research literature (e.g. Nilsson, 2008; 2014; Loughran, Mulhall, & Berry, 2006). In order to teach science in ways that promote students’ understanding, Shulman (1986, 1987) claimed that teachers need pedagogical content knowledge (PCK), a special kind of knowledge that teachers have about how to teach particular content to particular pupils.
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Keywords
- Professional Development
- Science Teaching
- Science Teacher
- Pedagogical Content Knowledge
- Professional Learning
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Nilson, P. (2015). Learning from a Learning Study. In: Grangeat, M. (eds) Understanding Science Teachers’ Professional Knowledge Growth. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-313-1_9
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DOI: https://doi.org/10.1007/978-94-6300-313-1_9
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