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Investigating the relationship between subject content knowledge and pedagogical practice through the analysis of classroom discourse

Abstract:

A previous study highlighted the perception among secondary science teachers that they faced considerable challenges to their pedagogical practice when teaching unfamiliar areas of the curriculum; for example, when teaching out of subject specialism. One of the major challenges cited by the teachers was being able to give appropriate and effective science teaching explanations in the classroom. Since talking in order to explain science is at the centre of what science teachers do, this concer...

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Publication status:
Published

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Publisher copy:
10.1080/09500690601180817

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Institution:
University of Oxford
Department:
Oxford, SSD, Education
Journal:
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume:
29
Issue:
13
Pages:
1629-1653
Publication date:
2007
DOI:
EISSN:
1464-5289
ISSN:
0950-0693
URN:
uuid:59346052-80c9-4f95-87db-b7d2269668d7
Source identifiers:
103561
Local pid:
pubs:103561
Language:
English

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