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Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education: 6 (Contemporary Trends and Issues in Science Education, 6) - Softcover

Book 8 of 40: Contemporary Trends and Issues in Science Education
 
9781402002755: Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education: 6 (Contemporary Trends and Issues in Science Education, 6)
Softcover
ISBN 10: 1402002750 ISBN 13: 9781402002755
Publisher: Springer, 2001

Synopsis

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.

"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)

Synopsis

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.

"About this title" may belong to another edition of this title.

Publisher
Springer
Publication date
2001
Language
English
ISBN 10 
1402002750
ISBN 13 
9781402002755
Binding
Paperback
Number of pages
319
Editor
Gess-Newsome Julie, Lederman Norman G.