The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice
Abstract
This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the particular science content, termed Content Representation (CoRe), and the second is linked to teaching practice, termed Professional and Pedagogical experience Repertoire (PaP‐eR). Through this approach new understandings of PCK emerge that are of interest in terms of both academic (knowledge building about PCK) and teaching perspectives. This study includes a full CoRe and one PaP‐eR and fully demonstrates how these two elements interact to begin to portray science teachers' pedagogical content knowledge. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 370–391, 2004
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Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Relationships of Knowledge and Practice: Teacher Learning in Communities
Cochran-Smith, M., & Lytle, S. L. (1999) · Review of Research in Education · doi:10.2307/1167272 · Cited by 2,288 · cited 1×
“Definitions of knowledge, and distinctions between these definitions (Cochran-Smith & Lytle, 1999; Connelly & Clandinin, 2000; Fenstermacher & Richardson, 1993; Korthagen & Lagerwerf, Contract grant sponsor: Australian Research Council.”
BackgroundLinking Theory and Practice: Changing the Pedagogy of Teacher Education
Korthagen, F. A. J., & Kessels, J. P. A. M. (1999) · Educational Researcher · doi:10.3102/0013189x028004004 · Cited by 1,266
The Place of Story in the Study of Teaching and Teacher Education
CARTER, K. (1993) · Educational Researcher · doi:10.3102/0013189x022001005 · Cited by 935
Cited by
Pedagogical reasoning: the foundation of the professional knowledge of teaching
Loughran, J. (2019) · Teachers and Teaching · doi:10.1080/13540602.2019.1633294 · Cited by 195
Self-citationRevisiting the Roots of Pedagogical Content Knowledge
Berry, A., Loughran, J., & van Driel, J. H. (2008) · International Journal of Science Education · doi:10.1080/09500690801998885 · Cited by 158
Self-citationRelating Teacher PCK and Teacher Practice Using Classroom Observation
Barendsen, E., & Henze, I. (2019) · Research in Science Education · doi:10.1007/s11165-017-9637-z · Cited by 125
The Development of Prospective Secondary Biology Teachers PCK
Brown, P., Friedrichsen, P., & Abell, S. (2013) · Journal of Science Teacher Education · doi:10.1007/s10972-012-9312-1 · Cited by 95
Pedagogical content knowledge (PCK) in higher education: A systematic scoping review
Sarkar, M., Gutierrez-Bucheli, L., Yip, S. Y., Lazarus, M., Wright, C., White, P. J., Ilic, D., Hiscox, T. J., & Berry, A. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104608 · Cited by 55
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Metadata
- Authors
- Loughran, J., Mulhall, P., & Berry, A.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2004-03-30
- Volume
- 41
- Issue
- 4
- Pages
- 370-391
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W1966558048
- Cited by
- 777
- References
- 5
- FWCI
- 36.05
- Type
- journal article
- Language
- en
- Open access
- closed
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