Science teacher PCK learning progressions: promises and challenges

Patricia Friedrichsen; Amanda Berry

Science teacher PCK learning progressions: promises and challenges

Patricia Friedrichsen, Amanda Berry

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

Abstract

A prevailing issue in educational research is how to bring together knowledge developed through different disciplines and disciplinary traditions to inform and improve future learning. For example, research on teacher education and research on teaching would be strengthened if these two separate fields were connected by a common framework.

Original language	English
Title of host publication	Re-examining Pedagogical Content Knowledge in Science Education
Editors	Amanda Berry, Patricia Friedrichsen, John Loughran
Place of Publication	New York NY USA
Publisher	Routledge
Chapter	15
Pages	214-228
Number of pages	15
Edition	1st
ISBN (Electronic)	9781317564645
ISBN (Print)	9781138832992, 9781138833005
Publication status	Published - 24 Mar 2015
Externally published	Yes

Cite this

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title = "Science teacher PCK learning progressions: promises and challenges",

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Science teacher PCK learning progressions: promises and challenges. / Friedrichsen, Patricia; Berry, Amanda.
Re-examining Pedagogical Content Knowledge in Science Education. ed. / Amanda Berry; Patricia Friedrichsen; John Loughran. 1st. ed. New York NY USA: Routledge, 2015. p. 214-228.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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AU - Berry, Amanda

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SN - 9781138833005

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BT - Re-examining Pedagogical Content Knowledge in Science Education

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PB - Routledge

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ER -

Science teacher PCK learning progressions: promises and challenges

Abstract

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Cite this