Understanding Science Teachers’ Professional Knowledge Growth

Front Matter....Pages i-vii
Introduction....Pages 1-9
Front Matter....Pages 11-11
Pre-Service Primary School Teachers’ Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science....Pages 13-26
The Double Loop of Science Teachers’ Professional Knowledge Acquisition....Pages 27-45
PCK at Stake in Teacher – Student Interaction in Relation to Students’ Difficulties....Pages 47-61
Analysing Teachers’ Pedagogical Content Knowledge from the Perspective of the Joint Action Theory in Didactics....Pages 63-85
Front Matter....Pages 87-87
Studying the Activity of Two French Chemistry Teachers to Infer their Pedagogical Content Knowledge and their Pedagogical Knowledge....Pages 89-115
Exploring the Set of Pedagogical Knowledge, from Pedagogy to Content....Pages 117-133
Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities....Pages 135-154
Learning from a Learning Study....Pages 155-168
Front Matter....Pages 169-169
From New Educational Technologies to a Personal-Instructional Repertoire....Pages 171-185
Natural Cognitive Foundations of Teacher Knowledge....Pages 187-202
Front Matter....Pages 203-203
A New Model for understanding the Growth of Science Teacher Professional Knowledge....Pages 205-228
Back Matter....Pages 229-232