Advanced search
Publication Cover
International Journal of Science Education Volume 41, 2019 - Issue 7: Probing the amalgam: connections between science teachers’ content, pedagogical and pedagogical content knowledge
Submit an article Journal homepage
2,273
Views
15
CrossRef citations to date
0
Altmetric
Articles

Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge

Vanessa KindSchool of Education, Durham University, Durham, UKCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-3650-9859
ORCID Icon
Pages 911-943 | Received 13 May 2016, Accepted 21 Mar 2017, Published online: 02 May 2017

Citations (15)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (3)

Kennedy Kam Ho Chan. (2023) Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science. Research in Science & Technological Education 41:1, pages 147-169.
Read now
Soonhye Park, Aeran Choi & Wm. Matthew Reynolds. (2020) Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the U.S. and South Korea: what proxy measures of teacher quality are related to PCK?. International Journal of Science Education 42:15, pages 2630-2651.
Read now
Miriam Leuchter, Henrik Saalbach, Ueli Studhalter & Annette Tettenborn. (2020) Teaching for conceptual change in preschool science: relations among teachers’ professional beliefs, knowledge, and instructional practice. International Journal of Science Education 42:12, pages 1941-1967.
Read now

Articles from other publishers (12)

Ha My Anna Mang, Hye-Eun Chu, Sonya N. Martin & Chan-Jong Kim. (2023) Developing an Evaluation Rubric for Planning and Assessing SSI-Based STEAM Programs in Science Classrooms. Research in Science Education.
Crossref
Thumah Mapulanga, Yaw Ameyaw, Gilbert Nshogoza & Elton Sinyangwe. (2023) IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS’ TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES. Journal of Baltic Science Education 22:1, pages 20-36.
Crossref
Hatice Belge Can & Yezdan Boz. (2022) Development of pre-service teachers’ pedagogical content knowledge and the factors affecting that development: a longitudinal study. Chemistry Education Research and Practice 23:4, pages 980-997.
Crossref
Ali Yiğit KUTLUCA. (2022) Examination of changes in interaction of pedagogical content knowledge (PCK) components for socioscientific argumentation: The effect of experiencesSosyobilimsel argümantasyona yönelik pedagojik alan bilgisi (PAB) bileşenlerinin etkileşimindeki değişimin incelenmesi: Deneyimlerin etkisi. Kocaeli Üniversitesi Eğitim Dergisi 5:1, pages 152-179.
Crossref
Rif'at Shafwatul Anam. (2022) Science Content Knowledge of Pre-Service Teachers in Biology Elementary School Level. Jurnal Ilmiah Sekolah Dasar 6:1, pages 136-144.
Crossref
Teresa Conceição, Mónica Baptista & João Pedro da Ponte. (2021) Examining Pre-service Science Teachers’ Pedagogical Content Knowledge Through Lesson Study. Eurasia Journal of Mathematics, Science and Technology Education 18:1, pages em2060.
Crossref
Madeleine Schultz & Seamus Delaney. (2021) Development, Use, And Evaluation of Chemistry Outreach Activities Related to the Periodic Table and Sustainability. Journal of Chemical Education 98:12, pages 3921-3929.
Crossref
Shuo Li, Liyan Liu & Anne Li Jiang. (2021) Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge. Frontiers in Psychology 12.
Crossref
Adil Korchi, Najiba El Amrani El Idrissi, Fayçal Messaoudi & Mohamed Dardor. (2020) Ontology for distributed architecture of pedagogical warehouse in the field of machine learning. Education and Information Technologies.
Crossref
Gwendolyn A. Lawrie, Madeleine Schultz, Chantal H. Bailey & Bronwin L. Dargaville. (2019) Personal journeys of teachers: an investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers. Chemistry Education Research and Practice 20:1, pages 132-145.
Crossref
Kennedy Kam Ho Chan & Anne Hume. 2019. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science 3 76 .
M. Schultz, G. A. Lawrie, C. H. Bailey & B. L. Dargaville. (2018) Characterisation of teacher professional knowledge and skill through content representations from tertiary chemistry educators. Chemistry Education Research and Practice 19:2, pages 508-519.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.