Intro -- Understanding Science Teachers' Professional Knowledge Growth -- TABLE OF CONTENTS -- Acknowledgements -- 1. Introduction: Exploring the Growth of Science Teachers' Professional Knowledge -- Section 1: Performing Efficient Teaching: Role of the Content to Be Taught -- 2. Pre-service Primary School Teachers' Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science -- 3. The Double Loop of Science Teachers' Professional Knowledge Acquisition -- 4. PCK at Stake in Teacher-Student Interaction in Relation to Students' Difficulties -- 5. Analysing Teachers' Pedagogical Content Knowledge from the Perspective of the Joint Action Theory in Didactics -- Section 2: Balancing General and Specific Pedagogical Knowledge: Role of Collaborative Settings -- 6. Studying the Activity of Two French Chemistry Teachers to Infer Their Pedagogical Content Knowledge and Their Pedagogical Knowledge -- 7. Exploring the Set of Pedagogical Knowledge, from Pedagogy to Content -- 8. Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities -- 9. Learning from a Learning Study: Developing Teachers' PCK through Collaborative Practices -- Section 3: Alternative Perspectives and Frameworks -- 10. From New Educational Technologies to a Personal-Instructional Repertoire -- 11. Natural Cognitive Foundations of Teacher Knowledge: An Evolutionary and Cognitive Load Account -- Section 4: Conclusion -- 12. A New Model for Understanding the Growth of Science Teacher Professional Knowledge -- About the Contributors.
Science education has to be improved in order to become more responsive to the needs of society confronted with a rapidly changing world. Bringing science teaching up to a higher level is a key factor in this endeavour. The authors of this book think about teachers as part of the immediate and large communities and systems in which they function.