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Understanding and assessing science student teachers´ contemporary pedagogical content knowledge
Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).ORCID iD: 0000-0001-5283-7038
2010 (English)In: 20th Symposium on Chemistry and Science Education: Implications from Science Education Research for Orientation, Strategies and Assessment - Program, Abstracts and Information, 2010, 111-122 p.Conference paper, Published paper (Refereed)
Abstract [en]

This paper is based on a science teacher education research project that aims to connect what we know from research on [formative] assessment with what we know about student teachers ́ development of pedagogical content knowledge (PCK), and, as a consequence, seeks to determine how an articulation of this knowledge can inform innovative and meaningful approaches to science teacher education. The message inherent in the project is the potential to positively focus on formative assessment of student teachers’ development of PCK in order to determine how that can contribute to student teachers’ professional learning in ways that they personally value. Therefore, an important consequential activity is the ability to develop a contemporary framework of quality pre-service teaching that builds out of the ways in which student teachers come to understand and develop their PCK.

Place, publisher, year, edition, pages
2010. 111-122 p.
Keyword [en]
PCK, Science education, student teacher, teacher education
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hh:diva-14111OAI: oai:DiVA.org:hh-14111DiVA: diva2:386684
Conference
20th Symposium on Chemical and Science Education held at the University of Bremen, 27-29 May 2010
Available from: 2011-01-13 Created: 2011-01-13 Last updated: 2017-07-20Bibliographically approved

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