Providing a Set of Research-Based Practices to Support Preservice Teachers’ Long-Term Professional Development as Learners of Science Teaching-Reference-Cited by-同舟云学术

Providing a Set of Research-Based Practices to Support Preservice Teachers’ Long-Term Professional Development as Learners of Science Teaching

Published:2013-10-10 Issue:6 Volume:97 Page:903-935
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Sci. Ed.

Author:

AYDIN SEVGI¹,DEMIRDOGEN BETUL²,TARKIN AYSEGUL¹,KUTUCU SELCAN³,EKIZ BETUL³,AKIN FATMA NUR³,TUYSUZ MUSTAFA³,UZUNTIRYAKI ESEN³

Affiliation:

1. Secondary Science and Mathematics Department; College of Education; Yuzuncu Yil University; 65080 Van Turkey

2. Secondary Science and Mathematics; Eregli College of Education; Bulent Ecevit University; 67300 Zonguldak Turkey

3. Secondary Science and Mathematics; College of Education; Middle East Technical University; 06800 Ankara Turkey

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1002/sce.21080/fullpdf

Reference47 articles.

1. Twenty years later: Does pedagogical content knowledge remain a useful idea;Abell;International Journal of Science Education,2008

2. Appleton , K. Kindt , T. 1999 How do beginning elementary science teachers cope with science? Development of pedagogical content knowledge in science

3. Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers’ pedagogical content knowledge;Beyer;Science Education,2012

4. Educative mentoring: Promoting reform-based science teaching through mentoring relationships;Bradbury;Science Education,2010

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