Teaching for Understanding: The complex nature of pedagogical content knowledge in pre‐service education

By Pernilla Nilsson. 2008

336 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/71c9420155ab889422e5044abd63a2aa1b1cd467

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Loughran
2. Ute Harms
3. Knut Neumann
4. Pernilla Nilsson
5. Vanessa Kind
6. A. Berry
7. V. Laboskey
8. Joan L. Whipp

In Sociology and Political Science

1. J. Loughran
2. Vanessa Kind
3. Pernilla Nilsson
4. J. V. van Driel
5. Ineke Henze
6. Erik Barendsen
7. A. Berry

Citations in the corpus

• Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “…construct: the authors agree that PCK is not an independently acquired knowledge base but represents a special amalgam of CK and PK (Lee & Luft, 2008; Loughran et al., 2008; Nilsson, 2008) developed from other knowledge bases (Henze et al., 2008; Loughran et al., 2008; Rollnick et al., 2008).”
• Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge (2012, background): “As such, ‘‘the goal of teacher education is not to ‘‘tell’’ student teachers how to teach, but to educate them to reason soundly about their teaching as well as to help them make explicit their needs and concerns for teaching’’ (Nilsson 2008a, p. 93).”