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Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers

Authors:

John Williams ,

University of Waikato, NZ
About John

Associate Professor and Director of the Centre for Science and Technology Education Research from the University of Waikato, New Zealand.

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John Lockley

University of Waikato, NZ
About John

Lecturer in the Faculty of Education from the University of Waikato, New Zealand.

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Abstract

Teacher professional development and learning. This study has indicated that CoRes developed in this way have potential for helping ECTs access content experts’ and expert teachers’ knowledge and experience. Our findings revealed a willingness for the experts to be involved in the CoRe process, and that they felt that they gained a better understanding of the challenges that beginning teachers face in teaching their subject. Both the experts and the ECTs enjoyed the opportunity to discuss the key concepts and the ways to teach them. There was evidence that the mutually informing outcomes of these discussions represented a worthwhile investment of time for all parties concerned. However, it was also clear that to create space for such a design process outside of a funded research project would require time commitment and innovative ways to collaborate between ECTs and experts.
How to Cite: Williams, J., & Lockley, J. (2012). Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers. Journal of Technology Education, 24(1), 34–53. DOI: http://doi.org/10.21061/jte.v24i1.a.3
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Published on 22 Sep 2012.
Peer Reviewed

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