Undergraduate Professors’ Pedagogical Content Knowledge: The case of ‘amount of substance’
By K. Padilla, Ana María Ponce‐de‐León, Florencia M. Rembado, A. Garritz. 2008
104 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/7dd8db1c9110e7096eb47e142d20c5da73830823
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- J. Loughran
- Vanessa Kind
- Ineke Henze
- Erik Barendsen
- Pernilla Nilsson
- Ute Harms
- Knut Neumann
- J. V. van Driel
In Education
- Ineke Henze
- Erik Barendsen
- J. Loughran
- Ute Harms
- Knut Neumann
- Pernilla Nilsson
- Vanessa Kind
- A. Berry
Citations in the corpus
- Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge (2012, methodology): “…teachers’ knowledge of teaching a particular science concept/topic and as such is a methodological tool used for capturing PCK that has been successfully applied across diverse contexts by a range of science education researchers (see for example, Padilla et al. 2008; Rollnick et al. 2008).”
- Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge (2018, background): “Padilla et al. (2008) view PCK as knowledge about teaching subject-matter that develops through repeated transformation of subject-matter content into content for teaching.”
- Relating Teacher PCK and Teacher Practice Using Classroom Observation (2017, methodology): “CoRe and PaPeRs were also used by other investigators (e.g., Nilsson and Loughran 2012; Padilla et al. 2008).”