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Ahtee Maija & Johnston Jane (2006). « Primary Student Teachers' Ideas about Teaching a Physics Topic ». Scandinavian Journal of Educational Research, vol. 50, n° 2, p. 207–219. ISSN 0031-3831. En ligne : <http://www.informaworld ... .1080/00313830600576021>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:05 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00313830600576021
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Ahtee2006
Categories: General
Keywords: contenus de l'éducation, efficacité, enseignement primaire, formation initiale des enseignants, pratique pédagogique, Royaume-Uni, sciences
Creators: Ahtee, Johnston
Collection: Scandinavian Journal of Educational Research
Views: 4428/6341
Views index: 44%
Popularity index: 11%
URLs     http://www.informa ... /00313830600576021
This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils' thinking and process skills needed in a physics topic. Therefore they will have problems constructing learning environments that encourage pupils to take active control of their learning. In order to develop effective pedagogical content knowledge it is of the utmost importance that the science educators responsible for physics courses pay special attention to the promotion of favourable attitudes towards the teaching of physics topics. This can be done by focusing on how to teach some basic familiar topics. Quality, not quantity, is important in focusing on both subject knowledge and pedagogical content knowledge. The construction of pedagogical content knowledge is a complex interrelationship of attitudes, subject, and pedagogical knowledge. All three of them need to be developed to enable students to confidently and effectively teach young children.
Added by: Marie Gaussel  
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