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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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Pernilla Nilsson. (2022) From PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teaching. Research in Science & Technological Education 0:0, pages 1-25.
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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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Laurence Viennot. (2020) How to choose which explanation to use with students? Discussing the tensiometer with beginning teachers. International Journal of Science Education 42:17, pages 2898-2920.
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Luciane Fernandes Goes & Carmen Fernandez. (2023) Evidence of the Development of Pedagogical Content Knowledge of Chemistry Teachers about Redox Reactions in the Context of a Professional Development Program. Education Sciences 13:11, pages 1159.
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Annika Forsler, Pernilla Nilsson & Susanne Walan. (2023) Collective pedagogical content knowledge for teaching sustainable development. International Journal of Science and Mathematics Education.
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Arne Bouten, Leen Haerens, Nele Van Doren, Sofie Compernolle & Katrien De Cocker. (2023) An online video annotation tool for optimizing secondary teachers’ motivating style: Acceptability, usability, and feasibility. Teaching and Teacher Education 134, pages 104307.
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Katherine E. Castellano & Jamie N. Mikeska. (2023) Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter. Journal of Research in Science Teaching.
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İbrahim Delen, Fatma Özüdoğru, Kadir Demir, Ayse Buber, Yasemin Kahyaoglu Erdogmus, Elif Bugra Kuzu Demir, Gul Unal Coban & Ercan Akpinar. (2023) Understanding design education with a bibliometric approach: a story of 50 years. Research in Engineering Design.
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Alejandro Almonacid-Fierro, Sergio Sepúlveda-Vallejos, Karla Valdebenito, Noelva Montoya-Grisales & Mirko Aguilar-Valdés*. (2023) Analysis of Pedagogical Content Knowledge in Science Teacher Education: A Systematic Review 2011-2021. International Journal of Educational Methodology 9:3, pages 525-534.
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Christoph Kulgemeyer, Josef Riese, Christoph Vogelsang, David Buschhüter, Andreas Borowski, Anna Weißbach, Melanie Jordans, Peter Reinhold & Horst Schecker. (2023) How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methodsÜber Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz. Zeitschrift für Erziehungswissenschaft.
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Elif Selcan Oztay, Betul Ekiz-Kiran & Yezdan Boz. (2023) Revealing the development of interaction among components of pedagogical content knowledge in teaching chemical equilibrium. Chemistry Education Research and Practice 24:2, pages 624-636.
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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.
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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.
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Canan CENGİZ, Şenem ALKAN & Faik Özgür KARATAŞ. (2022) YaYiM Uygulamalarının Öğretmen Adaylarının Mesleki Gelişimleri Üzerindeki Etkililiğinin DeğerlendirilmesiEvaluation of the Effectiveness of MiCReCoRe Practices on the Professional Development of Pre-Service Teachers. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi.
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Dizem Can-Kucuk, Sinem Gencer & Huseyin Akkus. (2022) Development of pre-service chemistry teachers’ pedagogical content knowledge through mentoring. Chemistry Education Research and Practice 23:3, pages 599-615.
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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.
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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.
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Su Gao, Nicole Damico & Andrea Gelfuso. (2021) Mapping and reflecting on integration of the components of pedagogical content knowledge (PCK) for teaching natural selection: A case study of an experienced middle-school science teacher. Teaching and Teacher Education 107, pages 103473.
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Mehmet Haldun Kaya & Tufan Adiguzel. (2021) Technology Integration Through Evidence-Based Multimodal Reflective Professional Training. Contemporary Educational Technology 13:4, pages ep323.
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Betul Ekiz-Kiran, Yezdan Boz & Elif Selcan Oztay. (2021) Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course. Chemistry Education Research and Practice 22:2, pages 415-430.
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Shuo Li, Liyan Liu & Anne Li Jiang. (2021) Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge. Frontiers in Psychology 12.
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Pam Hanley & Ron Thompson. (2021) ‘Generic pedagogy is not enough’: Teacher educators and subject-specialist pedagogy in the Further Education and Skills sector in England. Teaching and Teacher Education 98, pages 103233.
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Almubarak & R Iriani. (2021) Students’ understanding of chemical bonding material through the rasch modelling data symptoms analysis. Journal of Physics: Conference Series 1760:1, pages 012031.
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Saiqa Azam. (2020) Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion. Eurasia Journal of Mathematics, Science and Technology Education 16:12, pages em1907.
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Mutiara Sari, Punaji Setyosari, Dedi Kuswandi & Saida Ulfa. (2020) Analysis of Kindergarten Teachers on Pedagogical Content Knowledge. European Journal of Educational Research 9:4, pages 1701-1721.
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László Harmat & Anna Herbert. (2020) Complexity Thinking as a Tool to Understand the Didactics of Psychology. Frontiers in Psychology 11.
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Meili Yanti, Riandi & A Suhandi. (2020) Pedagogical content knowledge (PCK) of science teachers based on content representation (CoRe). Journal of Physics: Conference Series 1521:4, pages 042119.
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Jesper Sjöström. (2019) CoRe – ett didaktiskt verktyg för planering och professionsutveckling. ATENA Didaktik 1:1.
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Alicia C. Alonzo, Amanda Berry & Pernilla Nilsson. 2019. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science
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