Search results for: Nilsson Pernilla
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This article explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge over the course of a semester’s study in a science methods course. The results illustrate real possibilities for ways of enhancing student teachers’ ongoing professional learning in teacher preparation and offer a window into how the nature of Pedagogical Content Knowledge in pre-service education might be better understood and developed.
Updated: Mar. 21, 2013
The present paper is based on a project in which the author, as a critical friend, worked with six engineering teachers in a Masters program in Machine Engineering in order to stimulate their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The purpose of the study is to investigate the author's values, beliefs and professional practices and how these might have been challenged or changed as a result of being a critical friend to the engineering teachers.
Updated: Feb. 01, 2011
Teaching Together and Learning Together – Primary Science Student Teachers’ and Their Mentors’ Joint Teaching and Learning in the Primary Classroom
This article examines what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7–9. Throughout the process of teaching and reflecting together the student teachers and the mentors expressed several specific examples of their joint learning.
Updated: Dec. 03, 2010
From Lesson Plan to New Comprehension: Exploring Student Teachers' Pedagogical Reasoning in Learning about Teaching
The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. 22 Primary science student teacher participants were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply .
Updated: Oct. 01, 2009