Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (Contemporary Trends and Issues in Science Education, 6)
Language: English
Published by Springer, 1999
Series: Book 8 of 40 - Contemporary Trends and Issues in Science Education
- Hardcover
- Used
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The book is in good condition with all pages and cover intact, including the dust jacket if originally issued. The spine may show light wear. Pages may contain some notes or highlighting, and there might be a "From the library of" label. Boxed set packaging, shrink wrap, or included media like CDs may be missing.
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- Title
- Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (Contemporary Trends and Issues in Science Education, 6)
- Publisher
- Springer
- Publication year
- 1999
- Condition
- good
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 0792359038
- ISBN 13
- 9780792359036
- Series
- Book 8 of 40: Contemporary Trends and Issues in Science Education
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.
"Synopsis" may belong to another edition of this title.
Review
"...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)
"About the title" may belong to another edition of this title.
Bay State Book Company
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