Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science
Author:
Affiliation:
1. Faculty of Education, The University of Hong Kong, Hong Kong SAR, China
Funder
Research Grants Council, University Grants Committee
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02635143.2021.1872517
Reference48 articles.
1. Exploring the Progression in Preservice Chemistry Teachers’ Pedagogical Content Knowledge Representations: The Case of “Behavior of Gases”
2. Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods
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