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dc.contributor.authorHume, Anne Christine
dc.date.accessioned2013-02-15T02:52:20Z
dc.date.available2013-02-15T02:52:20Z
dc.date.issued2011
dc.identifier.citationHume, A. (2011). Using collaborative CoRe design in chemistry education to promote effective partnerships between associate and student teachers. ChemEd NZ, published online, November 2011en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/7200
dc.description.abstractThis article is a follow-up to my paper published in 2010 (Hume, 2010). In that paper I reported on the use of Content Representations (CoRes) in a chemistry education course to give student teachers insights into the professional knowledge of experienced practitioners: notably their pedagogical content knowledge (PCK), which is “… [the] understanding of how particular topics, problems, or issues are organised, represented, and adapted to the diverse interests and abilities of learning, and presented for instruction” (Shulman, 1987, p. 8). introduced by Shulman (1987) as an academic construct to describe a tacit category of teachers’ professional knowledge base, the exact nature of PCK has been extensively explored and debated. From this debate some agreement has emerged about the components that comprise a teacher’s PCK. This has been identified by Magnusson et al. (1999) as a teacher’s: • orientations towards science teaching (since teachers’ knowledge and beliefs related to their teaching goals and approaches will influence their classroom practice); • knowledge of curriculum; • knowledge of assessment (since what is to be assessed, how and why also influences a teacher’s practice); • knowledge of students’ understanding of science; • knowledge of instructional strategies.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherChemistry Education in New Zealanden_NZ
dc.relation.urihttp://nzic.org.nz/chemed-nz/issue-archive/ChemEdNZNov2011_Hume.pdfen_NZ
dc.rights© Chermistry Education in New Zealand. Used with permission.en_NZ
dc.titleUsing collaborative CoRe design in chemistry education to promote effective partnerships between associate and student teachersen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfChemEd NZen_NZ
pubs.begin-page13en_NZ
pubs.elements-id36973
pubs.end-page20en_NZ
pubs.volume125en_NZ


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