Professional development and reform in science education: The role of teachers' practical knowledge

By J. V. van Driel, D. Beijaard, N. Verloop. 2001

1,029 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/85d20e11eed864da50c58e40fa4c6fd0ab367992

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

1. J. Luft
2. Orit Herscovitz
3. B. Crawford
4. Athanassios Jimoyiannis
5. Yehudit Judy Dori
6. Aiso Heinze
7. Anke Lindmeier
8. Imke Knievel

In Education

1. B. Crawford
2. Daniel Capps
3. Orit Herscovitz
4. Athanassios Jimoyiannis
5. J. Luft
6. Yehudit Judy Dori
7. Aiso Heinze
8. Vassilis Komis

Citations in the corpus

• Scaffolding science teachers in open-inquiry teaching (2009, methodology): “The idea of scaffolding emerged from socio-constructivist views of learning, especially Vygotsky’s (1978) socio-cultural notion of the ‘zone of proximal development’.”
• Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching (2009, background): “There is a general consensus among researchers that PCK is an experiential knowledge that is acquired as a teacher works with students in the classroom (Gess-Newsome, 1999; Magnusson, Krajcik, & Borko, 1999; Van Driel, Beijaard, & Verloop, 2001), and is an integrated set of knowledge, conceptions, b”
• Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, background): “Similar assumptions are underlying Schön’s (1983) concept of the “reflective practitioner” as well as the concept of “practical knowledge” (Fenstermacher, 1994; van Driel et al., 2001).”