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Raphael Papa Kweku Andoh, Rebecca Dei Mensah & Emmanuel Essandoh. (2023) Self-efficacy of employee trainers: Do differences in background characteristics matter?. Cogent Business & Management 10:2.
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Pamela Esprívalo Harrell, Karthigeyan Subramaniam, Christopher Long, Rudi Thompson & Elisabeth Pope. (2023) Increasing Hispanics in the Educator Workforce: A Science Methods Intervention to Improve Passing Rates on an EC-6 Science Certification Examination. Journal of Latinos and Education 22:4, pages 1612-1621.
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H. Tuithof, J. Van Drie, L. Bronkhorst, L. Dorsman & J. Van Tartwijk. (2023) Teachers’ pedagogical content knowledge of two specific historical contexts captured and compared. Educational Studies 49:4, pages 686-711.
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Jari Lavonen, Sarita Ramsaroop, Ani Loukomies, Nadine Petersen & Elizabeth Henning. (2023) Domains and origins of information and knowledge encountered by pre-service teachers during professional experiences in Helsinki and Johannesburg. Asia-Pacific Journal of Teacher Education 51:3, pages 297-321.
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Göran Karlsson & Pernilla Nilsson. (2023) Capturing student teachers’ TPACK by using T-CoRe and video-annotation as self-reflective tools for flexible learning in teacher education. Technology, Pedagogy and Education 32:2, pages 223-237.
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Anni Loukomies, Nadine Petersen, Sarita Ramsaroop, Elizabeth Henning & Jari Lavonen. (2022) Student teachers’ situational engagement during teaching practice in Finland and South Africa. The Teacher Educator 57:3, pages 255-279.
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Karthigeyan Subramaniam. (2022) Prospective Teachers’ Pedagogical Content Knowledge Development in an Elementary Science Methods Course. Journal of Science Teacher Education 33:4, pages 345-367.
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Bongani Prince Ndlovu & Stephen Andrew Malcolm. (2022) Changes in Pre-service Teachers’ Planned TSPCK in Stoichiometry After a TSPCK-based Practicum. African Journal of Research in Mathematics, Science and Technology Education 26:2, pages 125-141.
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Thumah Mapulanga, Gilbert Nshogoza & Ameyaw Yaw. (2022) Zambian Secondary School Biology Teachers’ Profiles of Planned Topic-specific Pedagogical Content Knowledge for Teaching Respiration. African Journal of Research in Mathematics, Science and Technology Education 26:1, pages 47-62.
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Christoph Kulgemeyer, Maren Kempin, Anna Weißbach, Andreas Borowski, David Buschhüter, Patrick Enkrott, Peter Reinhold, Josef Riese, Horst Schecker, Jan Schröder & Christoph Vogelsang. (2021) Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education 43:18, pages 3035-3057.
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Jeffrey Nordine, Stefan Sorge, Ibrahim Delen, Robert Evans, Kalle Juuti, Jari Lavonen, Pernilla Nilsson, Mathias Ropohl & Matthias Stadler. (2021) Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design. Journal of Science Teacher Education 32:8, pages 911-933.
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Soraya Hamed & Ana Rivero. (2021) What do prospective teachers know about the sort of activities that are helpful in learning science? A progression of learning during a science methods course. Educational Studies 0:0, pages 1-24.
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Soraya Hamed, Ángel Ezquerra, Rafael Porlán & Ana Rivero. (2020) Exploring pre-service primary teachers’ progression towards inquiry-based science learning. Educational Research 62:3, pages 357-374.
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Ugur Kale & Mete Akcaoglu. (2020) Problem Solving and Teaching How to Solve Problems in Technology-Rich Contexts. Peabody Journal of Education 95:2, pages 127-138.
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Hanna Stammes, Ineke Henze, Erik Barendsen & Marc de Vries. (2020) Bringing design practices to chemistry classrooms: studying teachers’ pedagogical ideas in the context of a professional learning community. International Journal of Science Education 42:4, pages 526-546.
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Roberto Reinoso, Jaime Delgado-Iglesias & Itziar Fernández. (2019) Pre-service teachers’ views on science teaching in Early Childhood Education in Spain. European Early Childhood Education Research Journal 27:6, pages 801-820.
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Chris Eames & Sally Birdsall. (2019) Teachers’ perceptions of a co-constructed tool to enhance their pedagogical content knowledge in environmental education. Environmental Education Research 25:10, pages 1438-1453.
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Knut Neumann, Vanessa Kind & Ute Harms. (2019) Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education 41:7, pages 847-861.
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Vanessa Kind. (2019) Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge. International Journal of Science Education 41:7, pages 911-943.
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Allison Davis, Robin Griffith & Michelle Bauml. (2019) How preservice teachers use learner knowledge for planning and in-the-moment teaching decisions during guided reading. Journal of Early Childhood Teacher Education 40:2, pages 138-158.
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Meltem Irmak & Özgül Yilmaz Tüzün. (2019) Investigating pre-service science teachers’ perceived technological pedagogical content knowledge (TPACK) regarding genetics. Research in Science & Technological Education 37:2, pages 127-146.
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Mikael Jonasson. (2019) Ethnographical mapping of thick places – teaching and learning practices in teacher training schools. Ethnography and Education 14:1, pages 16-33.
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Jari Lavonen, Elizabeth Henning, Nadine Petersen, Anni Loukomies & Ari Myllyviita. (2019) A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg. European Journal of Teacher Education 42:1, pages 4-18.
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Felix Schultze & Pernilla Nilsson. (2018) Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school. International Journal of Science Education 40:6, pages 688-706.
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Susanne Pelger & Pernilla Nilsson. (2018) Observed learning outcomes of integrated communication training in science education: skills and subject matter understanding. International Journal of Science Education, Part B 8:2, pages 135-149.
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Susanne Pelger. (2018) Popular science writing bringing new perspectives into science students' theses. International Journal of Science Education, Part B 8:1, pages 1-13.
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Courtney Beers. (2018) Seven Layers of Strength in a Model Early Childhood Teacher Preparation Program. Action in Teacher Education 40:1, pages 3-18.
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Y. Soysal. (2018) An exploration of the interactions among the components of an experienced elementary science teacher’s pedagogical content knowledge. Educational Studies 44:1, pages 1-25.
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Addisu Leyew Bailie. (2017) Developing Preservice Secondary Science Teachers’ Pedagogical Content Knowledge Through Subject Area Methods Courses: A Content Analysis. Journal of Science Teacher Education 28:7, pages 631-649.
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Suleyman Cite, Eun Lee, Deepika Menon & Deborah L. Hanuscin. (2017) Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers. Studying Teacher Education 13:3, pages 275-293.
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Pernilla Nilsson & Annika Elm. (2017) Capturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoRes. Journal of Science Teacher Education 28:5, pages 406-424.
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Lina Melo, Florentina Cañada & Vicente Mellado. (2017) Exploring the emotions in Pedagogical Content Knowledge about the electric field. International Journal of Science Education 39:8, pages 1025-1044.
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Martin Vogt Juhler. (2016) The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons During Field Practice to Develop Pedagogical Content Knowledge. Journal of Science Teacher Education 27:5, pages 533-553.
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Robin Griffith, Michelle Bauml & Sarah Quebec-Fuentes. (2016) Promoting Metacognitive Decision-Making in Teacher Education. Theory Into Practice 55:3, pages 242-249.
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Işık Saliha Karal & Nedim Alev. (2016) Development of pre-service physics teachers’ pedagogical content knowledge (PCK) throughout their initial training. Teacher Development 20:2, pages 162-180.
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Susanne Pelger & Anders Sigrell. (2016) Rhetorical meta-language to promote the development of students’ writing skills and subject matter understanding. Research in Science & Technological Education 34:1, pages 25-42.
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Pernilla Nilsson & Anna Vikström. (2015) Making PCK Explicit—Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom. International Journal of Science Education 37:17, pages 2836-2857.
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Robin Griffith, Michelle Bauml & Bonnie Barksdale. (2015) In-the-Moment Teaching Decisions in Primary Grade Reading: The Role of Context and Teacher Knowledge. Journal of Research in Childhood Education 29:4, pages 444-457.
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N. Alex Zirakparvar. (2015) A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program. Journal of Geoscience Education 63:3, pages 167-175.
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Kennedy Kam Ho Chan & Benny Hin Wai Yung. (2015) On-Site Pedagogical Content Knowledge Development. International Journal of Science Education 37:8, pages 1246-1278.
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Dermot Francis Donnelly & Anne Hume. (2015) Using collaborative technology to enhance pre-service teachers’ pedagogical content knowledge in Science. Research in Science & Technological Education 33:1, pages 61-87.
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Ugur Kale. (2014) Can they plan to teach with Web 2.0? Future teachers’ potential use of the emerging web. Technology, Pedagogy and Education 23:4, pages 471-489.
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Pernilla Nilsson. (2014) When Teaching Makes a Difference: Developing science teachers’ pedagogical content knowledge through learning study. International Journal of Science Education 36:11, pages 1794-1814.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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Rachael Kenney, Melanie Shoffner & David Norris. (2013) Reflecting to learn mathematics: supporting pre-service teachers’ pedagogical content knowledge with reflection on writing prompts in mathematics education. Reflective Practice 14:6, pages 787-800.
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Elizabeth Mavhunga & Marissa Rollnick. (2013) Improving PCK of Chemical Equilibrium in Pre-service Teachers. African Journal of Research in Mathematics, Science and Technology Education 17:1-2, pages 113-125.
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Valerie Harlow Shinas, Sule Yilmaz-Ozden, Chrystalla Mouza, Rachel Karchmer-Klein & Joseph J. Glutting. (2013) Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis. Journal of Research on Technology in Education 45:4, pages 339-360.
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Charlotte A. Otto & Susan A. Everett. (2013) An Instructional Strategy to Introduce Pedagogical Content Knowledge Using Venn Diagrams. Journal of Science Teacher Education 24:2, pages 391-403.
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Pernilla Nilsson. (2013) Developing a scholarship of teaching in engineering: supporting reflective practice through the use of a critical friend. Reflective Practice 14:2, pages 196-208.
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Pernilla Nilsson. (2013) What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science. Teachers and Teaching 19:2, pages 188-201.
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Syh-Jong Jang, Meng-Fang Tsai & Ho-Yuan Chen. (2013) Development of PCK for novice and experienced university physics instructors: a case study. Teaching in Higher Education 18:1, pages 27-39.
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Bodil Sundberg & Christina Ottander. (2013) The Conflict Within the Role: A Longitudinal Study of Preschool Student Teachers' Developing Competence In and Attitudes Towards Science Teaching in Relation to Developing a Professional Role. Journal of Early Childhood Teacher Education 34:1, pages 80-94.
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Andy Nixon, Abbot Packard & Margaret Dam. (2013) Principals Judge Teachers by Their Teaching. The Teacher Educator 48:1, pages 58-72.
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Pernilla Nilsson & John Loughran. (2012) Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge. Journal of Science Teacher Education 23:7, pages 699-721.
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Morag Findlay & Tom
G.K. Bryce. (2012) From Teaching Physics to Teaching Children: Beginning teachers learning from pupils. International Journal of Science Education 34:17, pages 2727-2750.
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John Williams, Chris Eames, Anne Hume & John Lockley. (2012) Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations. Research in Science & Technological Education 30:3, pages 327-343.
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Ugur Kale & Pamela Whitehouse. (2012) Structuring Video Cases to Support Future Teachers’ Problem Solving. Journal of Research on Technology in Education 44:3, pages 177-204.
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T.G. K. Bryce & E.
J. Blown. (2012) The Novice-Expert Continuum in Astronomy Knowledge. International Journal of Science Education 34:4, pages 545-587.
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Lee Rusznyak & Elizabeth Walton. (2011) Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change 15:2, pages 271-285.
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Muhammet Usak, Mustafa Ozden & Ingo Eilks. (2011) A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey. European Journal of Teacher Education 34:4, pages 407-429.
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Jennifer Kuechle, Maike Holzhauer, Ruey Lin, Andrew Brulle & Sally Morrison. (2010) Teaching Ms. Kerbin: A Unique Approach to Student Teacher Reflections and Their Use With Preservice Candidates
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Ana
María Criado & Antonio García‐Carmona. (2010) Prospective Teachers’ Difficulties in Interpreting Elementary Phenomena of Electrostatic Interactions: Indicators of the status of their intuitive ideas. International Journal of Science Education 32:6, pages 769-805.
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