Citations (28)
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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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Smadar Donitsa-Schmidt, Ruth Zuzovsky & Beverley Topaz. (2021) Becoming an in-field teacher in Israel: motivations and knowledge of out-of-field science teachers. European Journal of Teacher Education 44:5, pages 668-687.
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Victoria Wong & Justin Dillon. (2020) Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools. Research in Science & Technological Education 38:4, pages 396-416.
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Steven Puttick. (2016) An analysis of individual and departmental geographical stories, and their role in sustaining teachers. International Research in Geographical and Environmental Education 25:2, pages 134-150.
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Vanessa Kind. (2014) A Degree Is Not Enough: A quantitative study of aspects of pre-service science teachers’ chemistry content knowledge. International Journal of Science Education 36:8, pages 1313-1345.
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Pete Sorensen, John Twidle & Ann Childs. (2014) Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching. Teacher Development 18:1, pages 107-123.
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Judith Hillier, James de Winter & John Twidle. (2013) I Could Enjoy Teaching: The Case of Physics. Canadian Journal of Science, Mathematics and Technology Education 13:3, pages 287-302.
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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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Alice Chow. (2013) Managing educational change: a case of two leadership approaches. International Journal of Leadership in Education 16:1, pages 34-54.
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Ann Childs, Katharine Burn & Jane McNicholl. (2013) What influences the learning cultures of subject departments in secondary schools? A study of four subject departments in England. Teacher Development 17:1, pages 35-54.
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Jim Ryder & Indira Banner. (2013) School Teachers’ Experiences of Science Curriculum Reform. International Journal of Science Education 35:3, pages 490-514.
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John Gordon. (2012) More than canons: teacher knowledge and the literary domain of the secondary English curriculum. Educational Research 54:4, pages 375-390.
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Sylvia
Yee Fan Tang, Pamela
Pui Wan Leung, Alice
Wai Kwan Chow & Ping
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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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Viv Ellis. (2007) Taking subject knowledge seriously: from professional knowledge recipes to complex conceptualizations of teacher development. The Curriculum Journal 18:4, pages 447-462.
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Smadar Donitsa-Schmidt, Ruth Zuzovsky & Rinat Arviv Elyashiv. 2022. Out-of-Field Teaching Across Teaching Disciplines and Contexts. Out-of-Field Teaching Across Teaching Disciplines and Contexts
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Sarah J. Gravett & Lindiwe Jiyane. (2019) The practice learning experiences of student teachers at a rural campus of a South African university. South African Journal of Childhood Education 9:1.
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Steven Puttick. (2018) Student teachers’ positionalities as knowers in school subject departments. British Educational Research Journal 44:1, pages 25-42.
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Marie Alexandre. (2018) L’apport du construit au champ didactique : le savoir-enseigner au collégial. McGill Journal of Education 52:3, pages 571-595.
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Ann Childs, Anne Edwards & Jane McNicholl. 2014. Workplace Learning in Teacher Education. Workplace Learning in Teacher Education
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Catalina Lomos, Roelande H. Hofman & Roel J. Bosker. (2011) The relationship between departments as professional communities and student achievement in secondary schools. Teaching and Teacher Education 27:4, pages 722-731.
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Sidney N. Mitchell, Rosemary C. Reilly & Mary Ellin Logue. (2009) Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education 25:2, pages 344-349.
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Laura Colucci-Gray & Christine Fraser. (2008) Contested Aspects of Becoming a Teacher: Teacher Learning and the Role of Subject Knowledge. European Educational Research Journal 7:4, pages 475-486.
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