Capturing and Enhancing Science Teachers’ Professional Knowledge

Author:

Berry Amanda,Loughran John,Smith Kathy,Lindsay Simon

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference50 articles.

1. Appleton, K. (2002). Science activities that work: Perceptions of primary school teachers. Research in Science Education, 32(3), 393–410, doi: 10.1023/A:1020878121184 .

2. Barnett, C. S., & Tyson, P. A.(1999). Case methods and teacher change: Shifting authority to build autonomy. In M. A. Lundeberg, B. B. Levin, & H. L. Harrington (Eds.), Who learns what from cases and how?: The research base for teaching and learning with cases (pp. 53–70). Mahwah, NJ: Lawrence Erlbaum

3. Berry, A., Blaise, M., Clemans, A., Loughran, J. J., Mitchell, J., Parr, G., et al. (2007a). Leading professional learning: Cases of professional dilemmas. Melbourne: Department of Education and Early Childhood Development (CEECD).

4. Berry, A., Clemans, A., & Kostogriz, A. (Eds.). (2007b). Dimensions of professional learning: Identities, professionalism and practice. Dordrecht: Sense Publishers.

5. Berry, A., & Milroy, P. (2002). Changes that matter. In J. Loughran, I. Mitchell, & J. Mitchell (Eds.), Learning from teacher research (pp. 196–221). New York: Teachers College Press.

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