23 research outputs found
El Conocimiento Didáctico del Contenido en ciencias: estado de la cuestión
This paper gives a descriptive overview of the literature related to Pedagogical Content Knowledge - PCK - in the sciences. It is expected that this review can contribute to a better understanding of PCK, pointing out what has been investigated about this concept. Specifically, we analyze: a) how PCK is defined, what are its main features and how it has been appropriated by teachers; b) the relationship between PCK, knowledge of the contents to be taught and students learning; c) how PCK was actually used in teachers' training and teachers' evaluation; and, d) the scientific areas in which PCK has been studied. It concludes that PCK is an essential tool for improving the quality of teacher training
A workshop approach: Instructional strategies for working within the constraints of field experiences in elementary science
Environmental education professional development for teachers: A study of the impact and influence of mentoring
Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature
The Affordances of Blogging As a Practice to Support Ninth-Grade Science Teachers’ Identity Development as Leaders
Developing as Teacher Leaders for Social Justice: The Influence of a Teacher-Leadership Graduate Program
This qualitative study used focus groups to examine teacher leaders’ perceptions of how they developed as a result of being in a teacher-leadership graduate program with a focus on social justice. Findings point to the teacher leaders’ development of a social-justice lens and a leadership lens to frame their work inside and outside of the classroom. The development of a social-justice lens promoted teacher leaders’ critical consciousness about their identity and practices in their classrooms. The combination of a social justice and leadership lens promoted teacher leaders’ critique of the practices and policies within the school and district. In addition, teacher leaders engaged in action or praxis in relation to social-justice issues within their schools. Implications for teacher-leadership programs include the need for a key focus on critical self- reflection, action research, and including practical and conceptual tools within the curriculum
Percepções de um grupo de licenciandos em Ciências Biológicas acerca da observação e do registro da observação na investigação científica a partir de uma sequência didática
Designing the best urban, preservice elementary science methods course: Dilemmas and considerations
“I learned by watching my mentor.” Nurturing teacher leadership with an induction program
Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers
While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners