Exploring Mathematics and Science Teachers' Knowledge (eBook, ePUB)

Windows into teacher thinking
Redaktion: Venkat, Hamsa; Askew, Mike; Loughran, John; Rollnick, Marissa

• Format: ePub

Produktbeschreibung

This edited collection focusses upon the need to extend current understanding of the relationships between content knowledge and pedagogy. The authors engage with the drive to both understand, and to develop, content knowledge, and provide multiple tools to understand the interplay between content knowledge, pedagogic content knowledge and classroom practices.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 236
• Erscheinungstermin: 9. Mai 2014
• Englisch
• ISBN-13: 9781134683710
• Artikelnr.: 40882618

Autorenporträt

Hamsa Venkat holds the SA Numeracy Chair at the University of the Witwatersrand, Johannesburg, South Africa. Marissa Rollnick is Chair of Science Education in the Marang Centre for Science and Mathematics Education, University of the Witwatersrand, Johannesburg, South Africa. John Loughran is Foundation Chair in Curriculum and Pedagogy, and Dean of the Faculty of Education, Monash University, Melbourne, Australia. Mike Askew is Foundation Chair of Primary Education at Monash University, Melbourne, Australia.

Inhaltsangabe

Part 1: Overviews of Mathematics and Science Knowledge for Teaching
Mathematics Teachers' Content Knowledge Mike Askew. Science Teachers'
Content Knowledge Vanessa Kind Part 2: Challenges to Current Formulations
Improving PCK and CK in Science Teachers Elizabeth Mavhunga. Recognising
and Illuminating Connections in Proportional Relationships Sarah Bansilal.
Novice Unqualified Graduate Science Teachers' Topic Specific Pedagogical
Content Knowledge, Content Knowledge and their Beliefs About Teaching
Phihlo Pitjeng. Teaching Division: The Importance of Coherence in What is
Made Available to Learn Corin Mathews. Profiling Chemistry Teachers'
Changing PCK Trajectories Mpunki Nakedi Part 3: Applying/Combining Existing
Frameworks - New Insights Planting the Seed: Scaffolding the PCK
Development of Pre-Service Science Teachers Adam Bertram and John Loughran
. Teachers' Mathematical Discourse in Instruction: Focus on Examples and
Explanations Jill Adler and Hamsa Venkat. Using Self-Study to Learn New
Topics in Chemistry - A Case Study of Three Practising Teachers Marissa
Rollnick. A Love for Mathematical Playfulness as a Key Ingredient of
Mathematical Knowledge for Teaching Mellony Graven and Marc Schafer.
Developing an Instrument to Assess Grade 12 Teachers' Topic Specific PCK in
Organic Chemistry Bette Davidowitz and Nonkanyiso Vokwana. Recognizing and
Valuing Teachers' Professional Knowledge of Practice John Loughran.