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Student teachers' thoughts on a teaching sequence of heat and temperature
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (FontD)ORCID iD: 0000-0002-6859-1420
2007 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This study investigates how student teachers plan and carry out a teaching sequence of heat and temperature. Three students’ log-books, lesson plans and assessments and an interview with one of the students have been analysed to describe what thoughts the students had before, during and after accomplishing the task as part of their practice course. The results show that the student teachers are well on their way in developing their PCK (Pedagogical Content Knowledge). The practice course is a good opportunity for the student to work on both their subject matter knowledge and their PCK. The students’ own level of ambition and pre-knowledge seems to influence how much they can profit by the practice course. There is also important to have a meaningful and distinct task from the university to work on during the school practice.

Place, publisher, year, edition, pages
2007.
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-60377OAI: oai:DiVA.org:liu-60377DiVA: diva2:356516
Conference
ESERA
Available from: 2010-10-12 Created: 2010-10-12 Last updated: 2016-08-31

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Stolpe, Karin

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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