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Lingua: inglese
Editore: Springer, 1999
Serie: Libro 8 di 40 - Contemporary Trends and Issues in Science Education
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Examining Pedagogical Content Knowledge | The Construct and its Implications for Science Education | Julie Gess-Newsome (u. a.) | Buch | Contemporary Trends and Issues in Science Education | xii | Englisch | 1999 | Springer | EAN 9780792359036 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.
Codice articolo 102415154
- Titolo
- Examining Pedagogical Content Knowledge | The Construct and its Implications for Science Education
- Autore
- Julie Gess-Newsome (u. a.)
- Editore
- Springer
- Anno di pubblicazione
- 1999
- Condizione
- Neu
- Rilegatura
- Buch
- Lingua
- inglese
- ISBN 10
- 0792359038
- ISBN 13
- 9780792359036
- Peso dell'articolo
- 601 grammi
- Dimensioni
- 241 x 160 x 23 mm
- Serie
- Libro 8 di 40: Contemporary Trends and Issues in Science Education
- Cataloghi dei venditori
- Bücher
Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975.
This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.
This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.
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Recensione
"...contains useful references...and clear, brief summaries of much significant PCK research. Recommended for graduate and research collections."
Choice, 38:8 (April 2001)
Choice, 38:8 (April 2001)
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