The Structure and Development of Science Teachers’ Pedagogical Models: Implications for Teacher Education
This Chapter discusses the structure and development of science teachers’ frameworks of pedagogical practice, their models of pedagogy. It is suggested that the explanations that teachers give of their classroom practice contain embedded models of the nature of science, the nature of science teaching, and of the nature of science learning. Case studies of a range of secondary school teachers show the scope of these models and how they interact to form models of pedagogy. Drawing on Toulmin (1972), Chinn and Brewer (1993) and Zimmermann (1997), the Chapter provides insights into the ways that these models of pedagogy are developed. Finally, the implications of the findings for teacher education are discussed.
KeywordsTeacher Education Science Teacher Conceptual Change Pedagogical Content Knowledge Teacher Education Programme
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- In Chinn and Brewer (1993, p.13).Google Scholar