Geography Teachers’ Pedagogical Content Knowledge: A Systematic Review-Reference-Cited by-同舟云学术

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Geography Teachers’ Pedagogical Content Knowledge: A Systematic Review

Published:2023-01-02 Issue:1 Volume:122 Page:20-29
ISSN:0022-1341
Container-title:Journal of Geography
language:en
Short-container-title:Journal of Geography

Author:

Smit Eefje¹²^ORCID,Tuithof Hanneke²³^ORCID,Savelsbergh Elwin²⁴^ORCID,Béneker Tine¹^ORCID

Affiliation:

1. Faculty of Geosciences, Utrecht University, Utrecht, The Netherlands

2. Research Centre for Learning and Innovation, HU University of Applied Sciences Utrecht, Utrecht, The Netherlands

3. Faculty of Humanities, Utrecht University, Utrecht, The Netherlands

4. Freudenthal Institute, Utrecht University, Utrecht, The Netherlands

Funder

nederlandse organisatie voor wetenschappelijk onderzoek

Publisher

Informa UK Limited

Subject

Earth-Surface Processes,Geography, Planning and Development,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00221341.2023.2173796

Reference33 articles.

1. Relating Teacher PCK and Teacher Practice Using Classroom Observation

2. Why geography teachers' subject expertise matters

3. Teacher Subject Identity in Professional Practice

Cited by 7 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Disentangling pre-service history teachers’ pedagogical content knowledge;Teaching and Teacher Education;2024-10

2. The Pedagogical Knowledge of Technology Education Teachers;International Journal of Educational Methodology;2024-08-15

3. Where powerful knowledge and pedagogical content knowledge intersect: the case of knowledge and beliefs for teaching school geography through inquiry;International Research in Geographical and Environmental Education;2024-05-03

4. Elevating Teacher-Faculty Professional Development to Move Secondary Geography Education Forward: A Southeast Texas Case Study;Journal of Geography;2024-05-03

5. Teacher orientations in climate change education;Environmental Education Research;2024-04-15

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