Primary Science Teachers' Narratives about Significant Colleagues in Light of Collective PCK

Autor/in	Ellebaek, Jens Jakob
Titel	Primary Science Teachers' Narratives about Significant Colleagues in Light of Collective PCK
Quelle	In: International Journal of Science Education, 43 (2021) 10, S.1667-1684 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellebaek, Jens Jakob)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1927235
Schlagwörter	Pedagogical Content Knowledge; Science Teachers; Teacher Attitudes; Elementary School Teachers; Faculty Development; Personal Narratives; Collegiality; Teacher Collaboration; Foreign Countries; Critical Incidents Method; Computer Science Education; Robotics; Climate; Municipalities; Peer Relationship; Denmark + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Erlebniserzählung; Kollegialität; Lehrerkooperation; Ausland; Computer science lessons; Informatikunterricht; Robotertechnik; Klima; Magistrat; Peer-Beziehungen; Dänemark
Abstract	The aim of this paper is to bring the voices of teachers to the foreground and provide insight into the collective aspects of pedagogical content knowledge (PCK) development in primary schools, as perceived by science and technology teachers themselves. Through narrative inquiry in a retrospective and situated perspective, the narratives of the teachers are analysed, and findings are discussed with regard to the concept of significant colleagues and the two recent consensus models of PCK. The findings reveal teacher narratives concerning the influence of not only local collective structures and significant colleagues around perceived PCK development but also collective aspects of PCK, which provide a practice embedded perspective on its development through collegial structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01