Development of pre-service teachers’ pedagogical content knowledge and the factors affecting that development: a longitudinal study
Author:
Affiliation:
1. Burdur Mehmet Akif Ersoy University, Department of Mathematics and Science Education, Burdur, Turkey
2. Middle East Technical University, Department of Mathematics and Science Education, Ankara, Turkey
Abstract
Publisher
Royal Society of Chemistry (RSC)
Subject
Education,Chemistry (miscellaneous)
Link
http://pubs.rsc.org/en/content/articlepdf/2022/RP/D2RP00106C
Reference62 articles.
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2. Adadan E. and Oner D., (2014), Exploring the progression in preservice chemistry teachers’ pedagogical content knowledge representations: The case of “behavior of gases”, Res. Sci. Educ. , 44 (6), 829–858
3. Akın F. N. and Uzuntiryaki-Kondakci E., (2018), The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers, Chem. Educ. Res. Pract. , 19 (1), 80–105
4. Aydin S. and Boz Y., (2013), The nature of integration among PCK components: A case study of two experienced chemistry teachers, Chem. Educ. Res. Pract. , 14 , 615–624 10.1039/C3RP00095H
5. Aydin S., Demirdogen B., Tarkin A., Kutucu E. S., Ekiz B., Akin F. et al. , (2013), Providing a set of research-based practices to support preservice teachers' long-term professional development as learners of science teaching, Sci. Educ. , 97 (6), 903–935
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