Citations (24)
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Alison Glover & Steven Hutchinson. (2023) Delivering education reform in Wales: a flexible route into teaching. Education Inquiry 14:4, pages 442-457.
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Claire Dickerson, Roger Levy, Joy Jarvis & Keith Robert Thomas. (2022) Using a teacher knowledge framework to connect teaching practice with theory. PRACTICE 4:3, pages 191-211.
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Sinem Uner & Huseyin Akkus. (2019) Secondary students’ perceptions of their teachers’ pedagogical content knowledge: a scale development study. Teacher Development 23:5, pages 566-587.
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Vanessa Kind & Kennedy K. H. Chan. (2019) Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education 41:7, pages 964-978.
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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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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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Ali Nawab. (2017) What difference could in-service training make? Insights from a public school of Pakistan. Teacher Development 21:1, pages 142-159.
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Paul Bracey. (2016) ‘Shaping the Future’, Black History and diversity: teacher perceptions and implications for curriculum development. Education 3-13 44:1, pages 101-112.
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Melanie Nind, Daniel Kilburn & Rose Wiles. (2015) Using video and dialogue to generate pedagogic knowledge: teachers, learners and researchers reflecting together on the pedagogy of social research methods. International Journal of Social Research Methodology 18:5, pages 561-576.
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Elizabeth White. (2014) Being a teacher and a teacher educator – developing a new identity?. Professional Development in Education 40:3, pages 436-449.
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Ruth Pilkington. (2013) Professional dialogues: exploring an alternative means of assessing the professional learning of experienced HE academics. International Journal for Academic Development 18:3, pages 251-263.
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Pamela Osmond & Karen Goodnough. (2011) Adopting Just-in-Time Teaching in the Context of an Elementary Science Education Methodology Course. Studying Teacher Education 7:1, pages 77-91.
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Vanessa Kind. (2009) Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education 45:2, pages 169-204.
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Carl Winsløw. (2007) Didactics of mathematics: an epistemological approach to mathematics education. The Curriculum Journal 18:4, pages 523-536.
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Tom Power & Rhodri Thomas. (2007) The classroom in your pocket?1
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Articles from other publishers (9)
Ali Nawab & Khan Zada. (2022) ‘If there is nothing else there is teaching’: Professional identity of preservice teachers in Pakistan. International Journal of Training and Development 27:2, pages 220-241.
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M. Mahruf C. Shohel, Md. Ashrafuzzaman, Farhan Azim, Iffat Naomee, Md Shajedur Rahman & Mohammad Abu Bakar Siddik. 2022. Designing Effective Distance and Blended Learning Environments in K-12. Designing Effective Distance and Blended Learning Environments in K-12
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Bo Chen & Lijun Chen. (2021) Examining the sources of high school chemistry teachers’ practical knowledge of teaching with practical work: from the teachers’ perspective. Chemistry Education Research and Practice 22:2, pages 476-485.
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Diego Román, Dara Rossi, Greses Pérez-Joehnk, Richard Knab, Karla del Rosal & Hiba Rahim. 2020. International Perspectives on the Contextualization of Science Education. International Perspectives on the Contextualization of Science Education
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Matthias Krepf, Wilfried Plöger, Daniel Scholl & Andreas Seifert. (2018) Pedagogical content knowledge of experts and novices-what knowledge do they activate when analyzing science lessons?. Journal of Research in Science Teaching 55:1, pages 44-67.
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Carmen Fernandez. (2015) REVISITANDO A BASE DE CONHECIMENTOS E O CONHECIMENTO PEDAGÓGICO DO CONTEÚDO (PCK) DE PROFESSORES DE CIÊNCIAS. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 17:2, pages 500-528.
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Carmen Fernandez. (2014) KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS’ TRAINING. Problems of Education in the 21st Century 60:1, pages 79-100.
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Carol Bertram, Nonhlanhla Mthiyane & Tabitha Mukeredzi. (2013) ‘It will make me a real teacher’: Learning experiences of part time PGCE students in South Africa. International Journal of Educational Development 33:5, pages 448-456.
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Matt McLain. (2012) An (auto)Ethnographic Narrative of the Teaching of Designing within Design and Technology in the English Curriculum. Procedia - Social and Behavioral Sciences 45, pages 318-330.
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