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  • 1.
    Nilsson, Pernilla
    Halmstad University, School of Teacher Education (LUT), Research on Education and Learning within the Department of Teacher Education (FULL).
    Primary science student teachers’ and their mentors’ joint learning through reflection on their science teaching2008In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847Article in journal (Refereed)
    Abstract [en]

    This paper focuses on what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7 to 9. The student teachers had had training in scientific knowledge, but only brief experience of teaching. The mentors were well experienced in the pedagogy of teaching and mentoring, but did not feel confident about their science content knowledge and the teaching of science. During a four-week school practicum, two lessons of each of two student teachers and their two mentors were video recorded and later reflected on in a stimulated recall session. During their reflections, the student teachers and the mentors gave concrete examples of their development of subject matter knowledge, pedagogical knowledge, instructional knowledge and knowledge of pupils.

  • 2.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Elm, Annika
    University of Gävle, Gävle, Sweden.
    Capturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoRes2017In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 28, no 5, p. 406-424Article in journal (Refereed)
    Abstract [en]

    During the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogi- cal content knowledge (PCK) for different science subject areas. In order to meet these challenges there is a strong need for professional learning programmes for early childhood teachers that focus on the development of knowledge, and skills to work with science activities in their own context. In this article, 46 early childhood teachers participated in a professional development programme aimed at helping teachers capture and further develop their content knowl- edge and PCK for teaching science through the use of content representations (CoRes). A CoRe is a holistic reflective tool for making explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a particular topic. The aim of the project was to investigate in what ways the use of the CoRe helped the teachers in planning and reflecting on their science teaching and in developing their PCK. Thus, the project was based on opportunities for teachers to develop and reframe their knowl- edge of science teaching in ways that stimulated children's curiosity for scientific phenomena. The result indicates that with its content- specific focus, the CoRe helped the teachers to highlight the science content in their activities, not only the general pedagogical knowl- edge. The use of the CoRes also helped the preschool teachers to establish the fundamental ideas of the topic they were teaching and to develop confidence in what they were teaching, why, and how. © 2017 Association for Science Teacher Education

  • 3.
    Nilsson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Loughran, John
    Monash University, Clayton, Australia.
    Exploring the development of pre-service elementary teachers’ pedagogical content knowledge2012In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 23, no 7, p. 699-721Article in journal (Refereed)
    Abstract [en]

    This paper explores how a group of pre-service elementary sciencestudent teachers came to understand the development of their Pedagogical ContentKnowledge (PCK) over the course of a semester’s study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they could use to plan for, and assess, the

    development of their professional knowledge and practice as beginning science teachers. All participants were provided with a tool known as a CoRe (Content Representation) and the manner in which they worked with the CoRe was such that it supported them in planning for and assessing their own learning about teaching elementary science through a focus on the development of their PCK. Through analysis of data derived from the application of a CoRe based methodology(modified and adapted for this study) to the teaching of the science topic of Air, participants’ reasons for, confidence in, and perceived meaningfulness of their learning about science teaching could be examined. In so doing, the nature of participants’ PCK development over time was made explicit. The results illustrate real possibilities for ways of enhancing student teachers’ ongoing professional learning in teacher preparation and offer a window into how the nature of PCK in pre-service education might be better understood and developed. © 2011 The Association for Science Teacher Education, USA.

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