Understanding teacher expertise in primary science : : a sociocultural approach / / Anna Traianou.
What does it mean to be an expert primary science practitioner? How do primary teachers use science subject knowledge in their practice? This book addresses these questions from a sociocultural perspective, challenging currently influential constructivist accounts. It treats the nature of teacher ex...
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| Superior document: | New directions in mathematics and science education ; Volume 4 |
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| VerfasserIn: | |
| Place / Publishing House: | Rotterdam ;, Taipei : : Sense Publishers,, [2007] ©2007 |
| Year of Publication: | 2007 |
| Language: | English |
| Series: | New directions in mathematics and science education ;
Volume 4. |
| Physical Description: | 1 online resource |
| Notes: | Bibliographic Level Mode of Issuance: Monograph |
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| Summary: | What does it mean to be an expert primary science practitioner? How do primary teachers use science subject knowledge in their practice? This book addresses these questions from a sociocultural perspective, challenging currently influential constructivist accounts. It treats the nature of teacher expertise as a dynamic capacity exemplified by those who are recognised as experts in their local communities of practice. In line with this, it provides an in-depth case study of the perspective and practices of a primary science teacher who is locally and more widely recognised as an expert practitioner. One of the conclusions is that primary science expertise is eclectic in character, requiring the employment, in a flexible way, of a variety of forms of knowledge, views of learning, and teaching strategies in order to deal successfully with the contingent situations faced in the classroom. The study of expertise-in-action is particularly important at a time when teaching is increasingly configured in terms of competencies and standards. Its implications for the education of primary science practitioners are profound. Students on education courses, teachers, and researchers will find this book of value for its careful exploration of arguments about the nature of knowledge and learning, and how these are implicated in classroom practice. |
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| Bibliography: | Includes bibliographical references and indexes. |
| ISBN: | 128110504X 9786611105044 9087903669 |
| Hierarchical level: | Monograph |
| Statement of Responsibility: | Anna Traianou. |