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Prospective teachers’ initial conceptions about pupils’ understanding of science and mathematics
Högskolan i Gävle, Institutionen för matematik, natur- och datavetenskap, Ämnesavdelningen för naturvetenskap.
Högskolan i Gävle, Institutionen för matematik, natur- och datavetenskap, Ämnesavdelningen för naturvetenskap.
Högskolan i Gävle, Institutionen för matematik, natur- och datavetenskap, Ämnesavdelningen för matematik och statistik.ORCID-id: 0000-0001-6721-6277
Högskolan i Gävle, Institutionen för matematik, natur- och datavetenskap, Ämnesavdelningen för naturvetenskap.
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2008 (engelsk)Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 31, nr 3, s. 257-278Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher-training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied 'The Lesson Preparation Method' and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject-specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education.

sted, utgiver, år, opplag, sider
2008. Vol. 31, nr 3, s. 257-278
Emneord [en]
Initial conceptions; Mathematics; Pedagogical content knowledge (PCK); Science; Teacher education
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Identifikatorer
URN: urn:nbn:se:hig:diva-1906DOI: 10.1080/02619760802208429ISI: 000259274000004Scopus ID: 2-s2.0-50849102046OAI: oai:DiVA.org:hig-1906DiVA, id: diva2:118568
Tilgjengelig fra: 2008-06-17 Laget: 2008-06-17 Sist oppdatert: 2019-09-27bibliografisk kontrollert

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Gullberg, AnnicaKellner, EvaAttorps, IirisThorén, Ingvar

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