CoRe: A way to build pedagogical content knowledge for beginning teachers

Eames, Chris W.; Williams, P. John; Hume, Anne Christine; Lockley, John

CoRe: A way to build pedagogical content knowledge for beginning teachers

dc.contributor.author	Eames, Chris W.
dc.contributor.author	Williams, P. John
dc.contributor.author	Hume, Anne Christine
dc.contributor.author	Lockley, John
dc.date.accessioned	2013-03-25T20:53:00Z
dc.date.available	2013-03-25T20:53:00Z
dc.date.issued	2011
dc.description.abstract	Research has shown that one of the factors which enables teachers to be effective is their rich pedagogical content knowledge (PCK). Beginning teachers need support to develop this PCK and recent research in the field has proposed a conceptual tool known as “content representations”, or CoRes, as a model for doing this. The study reported here brought together science and technology experts in content and pedagogy, early career secondary teachers, and researchers to design a CoRe to assist development of teacher PCK. The study then researched the early career teachers’ use of the CoRe in their planning and delivery of a unit in their classrooms to examine the effect of the CoRe on teaching and learning, and on the development of the teachers’ PCK.	en_NZ
dc.format.mimetype	application/pdf
dc.identifier.citation	Eames, C., Williams, J., Hume, A., & Lockley, J. (2011). CoRe: A way to build pedagogical content knowledge for beginning teachers. Wellington: Teaching and Learning Research Initiative.	en_NZ
dc.identifier.uri	https://hdl.handle.net/10289/7399
dc.language.iso	en
dc.publisher	Teaching & Learning Research Initiative	en_NZ
dc.relation.uri	http://www.tlri.org.nz/	en_NZ
dc.rights	© Teaching & Learning Research Initiative. Used with permission	en_NZ
dc.title	CoRe: A way to build pedagogical content knowledge for beginning teachers	en_NZ
dc.type	Commissioned Report for External Body	en_NZ
pubs.elements-id	54457