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Primary school teachers' concerns and needs in biology and mathematics teaching
Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för arbets- och folkhälsovetenskap, Biologi.
Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik.
2015 (engelsk)Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, nr 3, s. 282-292Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this paper is to provide insights into nine primary school teachers’ concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils’ views of the subject, and (iii) to develop teachers’ subject matter knowledge and teaching in an ongoing collaborative process.  The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

sted, utgiver, år, opplag, sider
2015. Vol. 11, nr 3, s. 282-292
Emneord [en]
biology and mathematics, teacher knowledge and professional learning communities, primary school, content representation and Learning study
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URN: urn:nbn:se:hig:diva-23043OAI: oai:DiVA.org:hig-23043DiVA, id: diva2:1056461
Tilgjengelig fra: 2016-12-14 Laget: 2016-12-14 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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Kellner, EvaAttorps, Iiris

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