The Development of Preservice Chemistry Teachers' Pedagogical Content Knowledge

By J. V. van Driel, O. Jong, N. Verloop. 2002

380 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/27fb6d2ec51ad370215e1f2674ae78af9c9d52ad

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In Developmental and Educational Psychology

In Education

In Physical and Theoretical Chemistry

Citations in the corpus

The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: ‘Ozone layer depletion’ as an example (2009, methodology): “Second, most science teacher education programmes do not integrate courses on subject matter, pedagogy, and field experiences in order to develop preservice teachers’ PCK as a whole (Van Driel et al., 2002).”
Twenty Years Later: Does pedagogical content knowledge remain a useful idea? (2008, background): “Van Driel and his European colleagues (eg, van Driel, de Jong, & Verloop, 2002 ; van Driel, Verloop, & de Vos, 1998 ) have focused more than a decade of work on understanding topic‐specific PCK among chemistry teachers, both within and beyond teacher preparation programmes.”
The Development of Prospective Secondary Biology Teachers PCK (2013, background): “In another study, De Jong and Van Driel (2001) investigated prospective chemistry teachers’ knowledge of the difficulties students would face with the lesson they had planned before and after teaching the lesson.”
A Conflict in Your Head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self‐confidence (2009, background): “De Jong (2000) and van Driel et al (2002) provide evidence that good SMK helps trainees be more readily aware of students’ difficulties, a key aspect of Shulman’s model for PCK.”
Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry (2005, methodology): “In addition, we recommended, on the basis of a previous study (Van Driel et al., 2002), the organization of field-based activities in such a way that they promote preservice teachers’ understanding of their students’ conceptions and learning difficulties; for instance, by asking them to analyze…”
Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “Hence, although both lines make contributions to our understanding of teacher knowledge, an outcome for the field remains an inconsistent conceptualisation of PCK (Smith & Banilower, 2015; Van Driel et al., 2014).”
Experienced Teachers’ Pedagogical Content Knowledge of Teaching Acid–base Chemistry (2008, background): “To promote teachers’ development of their PCK over time, the most important aspects reported are disciplinary education (Sanders et al. 1993) and classroom teaching experience ( Van Driel et al. 2002 ).”
From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching (2009, background): “2002 ) as well as their more general pedagogical content concerns (De Jong 2000 ), described as concerns about transforming the academic knowledge into teaching activities.”
Pedagogical content knowledge in science education: perspectives and potential for progress (2009, methodology): “Van Driel, de Jong and Verloop ( 2002 ) and de Jong and van Driel ( 2004 ) draw similar conclusions.”