Understanding Science Teachers’ Professional Knowledge Growth
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The Double Loop of Science Teachers’ Professional Knowledge Acquisition

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_3 ◽

2015 ◽

pp. 27-45 ◽

Author(s):

Alain Jameau ◽

Jean-Marie Boilevin

Keyword(s):

Knowledge Acquisition ◽

Science Teachers ◽

Professional Knowledge ◽

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Exploring the Set of Pedagogical Knowledge, from Pedagogy to Content

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_7 ◽

2015 ◽

pp. 117-133 ◽

Author(s):

Michel Grangeat

Keyword(s):

Pedagogical Knowledge

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Studying the Activity of Two French Chemistry Teachers to Infer their Pedagogical Content Knowledge and their Pedagogical Knowledge

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_6 ◽

2015 ◽

pp. 89-115

Author(s):

Isabelle Kermen

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Pedagogical Knowledge ◽

Chemistry Teachers ◽

Pedagogical Content

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PCK at Stake in Teacher – Student Interaction in Relation to Students’ Difficulties

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_4 ◽

2015 ◽

pp. 47-61 ◽

Author(s):

David Cross ◽

Celine Lepareur

Keyword(s):

Student Interaction ◽

Teacher Student ◽

Teacher Student Interaction

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Pre-Service Primary School Teachers’ Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_2 ◽

2015 ◽

pp. 13-26

Author(s):

Lorraine Mccormack

Keyword(s):

Primary School ◽

School Teachers ◽

Primary School Teachers ◽

Science Concepts

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A New Model for understanding the Growth of Science Teacher Professional Knowledge

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_12 ◽

2015 ◽

pp. 205-228 ◽

Author(s):

Michel Grangeat ◽

Brian Hudson

Keyword(s):

Science Teacher ◽

Professional Knowledge ◽

New Model ◽

Teacher Professional ◽

Teacher Professional Knowledge ◽

Growth Of Science

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Analysing Teachers’ Pedagogical Content Knowledge from the Perspective of the Joint Action Theory in Didactics

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_5 ◽

2015 ◽

pp. 63-85 ◽

Author(s):

Gérard Sensevy

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Joint Action ◽

Action Theory ◽

Pedagogical Content

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Learning from a Learning Study

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_9 ◽

2015 ◽

pp. 155-168 ◽

Author(s):

Pernilla Nilson

Keyword(s):

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Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_8 ◽

2015 ◽

pp. 135-154

Author(s):

Suzanne Kapelari

Keyword(s):

Pedagogical Content Knowledge ◽

Learning Communities ◽

Content Knowledge ◽

Knowledge Creation ◽

Pedagogical Content ◽

Heterogeneous Learning

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From New Educational Technologies to a Personal-Instructional Repertoire

Understanding Science Teachers’ Professional Knowledge Growth ◽

10.1007/978-94-6300-313-1_10 ◽

2015 ◽

pp. 171-185 ◽

Author(s):

Shulamit Kapon

Keyword(s):

Educational Technologies

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