000			03315nam a22004578i 4500
001			BRILL9789087903657
003			nllekb
005			20260610105217.0
007			cr un uuuua
008			200716s2006 ne sb 001 0 eng d
020			_a9789087903657 _q(electronic book)
020			_a9789077874233 _q(print)
024	7		_a10.1163/9789087903657 _2DOI
035			_a(OCoLC)317384460
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aQ181.A2
072		7	_aJN _2bicssc
072		7	_aEDU _x000000
082	0	4	_a507.12 _223
100	1		_aLoughran, J. John, _eauthor.
245	1	0	_aUnderstanding and Developing Science Teachers' Pedagogical Content Knowledge / _cJ. John Loughran, Amanda Berry, Pamala Mulhall.
264		1	_aLeiden; _aBoston : _bBRILL, _c2006.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aProfessional Learning ; _v1
490	1		_aBrill Book Archive Part 1, ISBN: 9789004472495
504			_aIncludes bibliographical references and index.
520			_aThere has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education.
588			_aDescription based on print version record.
650		0	_aScience teachers.
650		0	_aScience _xStudy and teaching (Secondary)
700	1		_aBerry, Amanda, _eauthor.
700	1		_aMulhall, Pamala, _eauthor.
776	0	8	_iPrint version: _tUnderstanding and Developing Science Teachers' Pedagogical Content Knowledge. _dLeiden ; Boston : BRILL, 2006 _z9789077874233 _w(OCoLC)71273876
830		0	_aProfessional Learning ; _v1.
830		0	_aBrill Book Archive Part 1, ISBN: 9789004472495.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789087903657
999			_c27719 _d27719