“There has been a growing interest in the notion of a scholarship
of teaching. Such scholarship is displayed through a teacher’s
grasp of, and response to, the relationships between knowledge of
content, teaching and learning in ways that attest to practice as
being complex and interwoven. Yet attempting to capture teachers’
professional knowledge is difficult because the critical links
between practice and knowledge, for many teachers, is tacit.
Pedagogical Content Knowledge (PCK) offers one way of capturing,
articulating and portraying an aspect of the scholarship of
teaching and, in this case, the scholarship of science teaching.
The research underpinning the approach developed by Loughran, Berry
and Mulhall offers access to the development of the professional
knowledge of science teaching in a form that offers new ways of
sharing and disseminating this knowledge. Through this Resource
Folio approach (comprising CoRe and PaP-eRs) a recognition of the
value of the specialist knowledge and skills of science teaching is
not only highlighted, but also enhanced. The CoRe and PaP-eRs
methodology offers an exciting new way of capturing and portraying
science teachers’ pedagogical content knowledge so that it might be
better understood and valued within the profession. This book is a
concrete example of the nature of scholarship in science teaching
that is meaningful, useful and immediately applicable in the work
of all science teachers (preservice, in-service and science teacher
educators). It is an excellent resource for science teachers as
well as a guiding text for teacher education. Understanding
teachers’ professional knowledge is critical to our efforts to
promote quality classroom practice. While PCK offers such a lens,
the construct is abstract. In this book, the authors have found an
interesting and engaging way of making science teachers’ PCK
concrete, useable, and meaningful for researchers and teachers
alike. It offers a new and exciting way of understanding the
importance of PCK in shaping and improving science teaching and
learning.”—Professor Julie Gess-Newsome, Dean of the Graduate
School of Education, Williamette University
“This book contributes to establishing CoRes and PaP-eRs as
immensely valuable tools to illuminate and describe PCK. The text
provides concrete examples of CoRes and PaP-eRs completed in
“real-life” teaching situations that make stimulating reading. The
authors show practitioners and researchers alike how this approach
can develop high quality science teaching.”—Dr Vanessa Kind,
Director Science Learning Centre North East School of Education,
Durham University
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