School subject departments as sites for science teachers learning pedagogical content knowledge

References

• Abell, S. K. 2008. “Twenty Years Later: Does Pedagogical Content Knowledge Remain a Useful Idea?” International Journal of Science Education 30(10): 1405–1416.
   Web of Science ®Google Scholar
• Barnett, J., and D. Hodson. 2001. “Pedagogical Context Knowledge: Towards a Fuller Understanding of What Good Science Teachers Know.” Science Teacher Education 85(4): 426–453.
   Google Scholar
• Childs, A., and J. McNicholl. 2007. “Science Teachers Teaching Outside of Subject Specialism: Challenges, Strategies Adopted and Implications for Initial Teacher Education.” Teacher Development 11(1): 1–20.
   Google Scholar
• Cochran, K. F., J. A. De Ruiter, and R. A. King. 1993. “Pedagogical Content Knowing: An Integrative Model for Teacher Preparation.” Journal of Teacher Education 44: 263–272.
   Web of Science ®Google Scholar
• Coffield, F. ed. 2000. Differing Visions of a Learning Society. Bristol: Polity Press.
   Google Scholar
• Dennick, R., and G. Joyes. 1994. “New Science Teachers’ Subject Knowledge.” School Science Review 76(275): 103–109.
   Google Scholar
• Department for Education. 2011. “Training Our Next Generation of Outstanding Teachers. The Implementation Plan for the ITT Strategy.” DfE, November. Accessed 6 December 2011. http://media.education.gov.uk/assets/files/pdf/t/training%20our%20next%20generation%20of%20outstanding%20teachers%20nov%202011.pdf
   Google Scholar
• Donaldson, G. 2011. “Teaching Scotland’s Future – Report of a Review of Teacher Education in Scotland.” Accessed 8 December 2011. http://scotland.gov.uk/Publications/2011/01/13092132/0
   Google Scholar
• Donnelly, J. 2000. “Departmental Characteristics and the Experience of Secondary Science Teaching.” Educational Research 42(3): 261–273.
   Web of Science ®Google Scholar
• Edwards, A. 2007. “Relational Agency in Professional Practice. A CHAT Analysis.” Actio. An International Journal of Human Activity Theory 1: 1–17.
   Google Scholar
• Ellis, V. 2007a. “Taking Subject Knowledge Seriously: From Professional Knowledge Recipes to Complex Conceptualisations of Teacher Development.” The Curriculum Journal 18(4): 447–462.
   Google Scholar
• Ellis, V. 2007b. Subject Knowledge and Teacher Education: The Development of Beginning Teachers’ Thinking. New York: Continuum.
   Google Scholar
• Eraut, M. 2007. “Learning from Other People in the Workplace.” Oxford Review of Education 33(4): 403–422.
   Web of Science ®Google Scholar
• Geddis, A. N. 1993. “Transforming Subject-Matter Knowledge: The Role of Pedagogical Content Knowledge in Learning to Reflect on Teaching.” International Journal of Science Education 15: 673–683.
   Web of Science ®Google Scholar
• Gess-Newsome, J. 1999. “Secondary Teachers’ Knowledge and Beliefs about Subject Matter and their Impact on Instruction.” In Explaining Pedagogical Content Knowledge, edited by J. Gess-Newsome and N. G. Lederman. Dordrecht, The Netherlands: Kluwer Academic.
   Google Scholar
• Gilbert, J. K., C. Boulter, and M. Rutherford. 1998. “Models in Explanations, Part 2: Whose Voice? Ears?” International Journal of Science Education 20(2): 187–203.
   Web of Science ®Google Scholar
• Grossman, P. L., S. M. Wilson, and L. E. Shulman. 1989. “Teachers of Substance, Subject Matter Knowledge for Teaching.” In Knowledge Base for the Beginning Teacher, edited by M. C. Reynolds. New York: Pergamon.
   Google Scholar
• Hammersley, M. 1984. “Staffroom News.” In Classrooms and Staffrooms: The Sociology of Teachers and Teaching, edited by A. Hargreaves and P. Woods, 203–214. Milton Keynes: Open University Press.
   Google Scholar
• Hashweh, M. Z. 1987. “Effects of Subject-Matter Knowledge in the Teaching of Biology and Physics.” Teaching & Teacher Education 3(2): 109–120.
   Web of Science ®Google Scholar
• Hashweh, M. Z. 2005. “Teacher Pedagogical Constructions: A Reconfiguration of Pedagogical Content Knowledge.” Teachers and Teaching: Theory and Practice 11(3): 273–292.
   Google Scholar
• Hodkinson, H., and P. Hodkinson. 2005. “Improving School Teachers’ Workplace Learning.” Research Papers in Education 20(2): 109–131.
   Google Scholar
• Institute of Physics. 2002. Physics Teacher Supply. A report of the Institute of Physics.
   Google Scholar
• Kohlbacher, F. 2006. “The Use of Qualitative Content Analysis in Case Study Research.” Forum: Qualitative Social Research 71(1): 21.
   Google Scholar
• Lederman, N. G., J. Gess-Newsome, and M. S. Latz. 1994. “The Nature and Development of Preservice Teachers’ Conceptions of Subject Matter and Pedagogy.” Journal of Research in Science Teaching 31(2): 129–146.
   Web of Science ®Google Scholar
• Lee, E., and J. A. Luft. 2008. “Experienced Secondary Science Teachers’ Representation of Pedagogical Content Knowledge.” International Journal of Science Education 30(10): 1343–1363.
   Web of Science ®Google Scholar
• Lee, O. 1995. “Subject Matter Knowledge, Classroom Management, and Instructional Practices in Middle School Science Classrooms.” Journal of Research in Science Teaching 32(4): 423–440.
   Web of Science ®Google Scholar
• Lenton, G., and G. Turner. 1999. “Student-Teachers’ Grasp of Science Concepts.” School Science Review 81(295): 67–72.
   Google Scholar
• Lock, R., D. Salt, and A. Soares. 2011. “Acquisition of Science Subject Knowledge and Pedagogy in Initial Teacher Training.” Report to the Wellcome Trust by University of Birmingham.
   Google Scholar
• Lohman, M. C. 2006. “Factors Influencing Teachers’ Engagement in Informal Learning Activities.” Journal of Workplace Learning 18(3): 141–156.
   Google Scholar
• Lortie, D. 1973. “Observations in Teaching as Work.” In Second Handbook of Research on Teaching, edited by R. Travers. Chicago: Rand McNally.
   Google Scholar
• Loughran, J., P. Mulhall, and A. Berry. 2008. “Exploring Pedagogical Content Knowledge in Science Teacher Education.” International Journal of Science Education 30(10): 1301–1320.
   Web of Science ®Google Scholar
• Magnusson, S., J. Krajcik, and H. Borko. 1999. “Secondary Teachers’ Knowledge and Beliefs about Subject Matter and their Impact on Instruction.” In Examining Pedagogical Content Knowledge, edited by J. Gess-Newsome and N. G. Lederman, 95–132. Dordrecht: Kluwer Academic.
   Google Scholar
• Mawhinney, L. 2010. “Let’s Lunch and Learn: Professional Knowledge Sharing in Teachers’ Lounges and Other Congregational Spaces.” Teacher and Teacher Education 26(4): 972–978. doi:10.1016/j.tate.2009.10.039.
   Web of Science ®Google Scholar
• McLaughlin, M. W., and J. E. Talbert. 2001. Professional Communities and the Work of High School Teaching. Chicago: University of Chicago Press.
   Google Scholar
• McNicholl, J., and A. Childs. 2010. “Taking a Sociocultural Perspective on Science Teachers’ Knowledge.” In Cultural-Historical Perspectives on Teacher Education and Development, edited by V. Ellis and P. Smagorinsky. London: Routledge Falmer.
   Google Scholar
• Ofsted. 2006. “An Employment-Based Route into Teaching 2004/05.”. London, Ofsted: An Overview of the Second Year of the Inspection of the Designated Recommended Bodies for the Graduate Teacher Programme.
   Google Scholar
• Oliver, S. J. S. 2008. “Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals.” Research in Science Education 38: 261–284.
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development. 2003. Education at a Glance. Paris: OECD publishing.
   Google Scholar
• Pea, R. D. 1993. “Practices in Distributed Intelligence and Designs for Education.” In Distributed Cognition, edited by G. Salamon. Cambridge: Cambridge University Press.
   Google Scholar
• Park, S., and J. S. Oliver. 2008. “Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Toll to Understand Teachers as Professionals.” Research in Science Education 38: 261–284.
   Web of Science ®Google Scholar
• Sanders, L. R., H. Borko, and J. D. Lockard. 1993. “Secondary Science Teachers’ Knowledge Base When Teaching Science Courses in and out of Their Area of Certification.” Journal of Research in Science Teaching 30(7): 723–736.
   Web of Science ®Google Scholar
• Shulman, L. S. 1986. “Those who Understand: Knowledge Growth in Teaching.” Educational Researcher 15(2): 4–14.
   Google Scholar
• Siskin, L., and J. Little. 1995. “The Subject Department. Continuities and Critiques.” In The Subjects in Question: Departmental Organization in the High School, edited by L. Siskin and J. Little. New York: Teachers’ College Press.
   Google Scholar
• Sperandeo-Mineo, R. M., C. Fazio, and G. Tarantino. 2005. “Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study.” Research in Science Education 36: 235–268.
   Web of Science ®Google Scholar
• Stoll, L., R. Bolam, A. McMahon, and S. Thomas. 2006. “Professional Learning Communities: A Review of the Literature.” Journal of Educational Change 7: 221–258.
   Google Scholar
• Summers, M., C. Kruger, and J. Mant. 1998. “Teaching Electricity Effectively in the Primary School: A Case Study.” International Journal of Science Education 20(2): 153–172.
   Web of Science ®Google Scholar
• Tobin, K., and B. Fraser. 1990. “What Does it Mean to Be an Exemplary Science Teacher?” Journal of Research in Science Teaching 27: 3–25.
   Web of Science ®Google Scholar
• Van Driel, J. H., N. Verloop, and W. De Vos. 1998. “Developing Science Teachers’ Pedagogical Content Knowledge.” Journal of Research in Science Teaching 35(6): 673–695.
   Web of Science ®Google Scholar
• Williams, A. 2003. “Informal Learning in the Workplace. A Case Study of New Teachers.” Educational Studies 29(2/3): 207–219.
   Web of Science ®Google Scholar
• Williams, A., S. Prestage, and J. Bedward. 2001. “Individualism to Collaboration: The Significance of Teacher Culture to the Induction of Newly Qualified Teachers.” Journal of Education for Teaching 27(3): 253–267.
   Google Scholar
• Wilson, H., and J. Mant. 2011. “What Makes an Exemplary Teacher of Science? The Pupils’ Perspective.” School Science Review 93(342): 121–125.
   Google Scholar
• Wilson, S. 1977. “The Use of Ethnographic Techniques in Educational Research.” Review of Educational Research 47: 245–265.
   Web of Science ®Google Scholar