Abstract
The world around us is changing at high speed. New technological devices or processes are being continuously proposed by companies or organisations for improving our ways to interact with the physical or social environment. They all necessitate new competencies or new adaptations of already mastered competencies. The world is facing huge challenges.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
- Science Education
- Science Teacher
- Pedagogical Content Knowledge
- Professional Knowledge
- Teacher Knowledge
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.
References
Batatia, H., Hakkarainen, K., & Morch, A. (2012). Tacit knowledge and trialogical learning: Towards a conceptual framework for designing innovative tools. In A. Moen, A. Morch, & S. Paavola, Collaborative knowledge creation (pp. 15–30). Rotterdam, The Netherlands: Sense Publishers.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
Berry, A., Friedrichsen, P., & Loughran, J. (2015). Re-examining pedagogical content knowledge in science education. Routledge.
Borowski, A., Carlson, J., Fischer, H. E., Henze, I., Gess-Newsome, J., Kirschner, S., & van Driel, J. H. (2011). Different models and methods to measure teachers’ pedagogical content knowledge. In ebookesera2011. Lyon.
EC (European Commission). (2015). Science education for responsible citizenship (Report No. EUR 26893). Brussels, Belgium: Research and Innovation.
Engeström, Y. (1999). Expansive visibilization of work: An activity-theoretical perspective. Computer Supported Cooperative Work (CSCW), 8(1), 63–93.
Fischer, H. E., Borowski, A., & Tepner, O. (2012). Professional knowledge of science teachers. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Ed.), Second international handbook of science education (pp. 435–448).The Netherlands: Springer.
Fischer, M., & Boreham, N. (2004). Work process knowledge: Origins of the concept and current development. In M. Fischer, N. Boreham, & B. Nyham (Eds.), European perspectives on learning at work: The acquisition of work process knowledge (pp. 121–153). Luxembourg: European Centre for the Development of Vocational Training.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). New York, NY: Routledge.
Grangeat, M., & Gray, P. (2007). Factors influencing teachers’ professional competence development. Journal of Vocational Education & Training, 59(4), 485–501.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Lindmeier, A. (2011). Modeling and measuring knowledge and competencies of teachers: A threefold domain-specific structure model for mathematics. Münster, Germany: Waxmann Verlag.
Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford, England: Oxford University Press.
Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557–576.
Polanyi, M. (1967). The tacit dimension. Garden City, NY: Anchor Books.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
Grangeat, M., Kapelari, S. (2015). Introduction. In: Grangeat, M. (eds) Understanding Science Teachers’ Professional Knowledge Growth. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-313-1_1
Download citation
DOI: https://doi.org/10.1007/978-94-6300-313-1_1
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-313-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)