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Direct linkvan der Zee, Theo – Teachers and Teaching: Theory and Practice, 2022
The daily contingent and ambiguous praxis of teaching raises various issues that are related to the multidimensional question of the purpose: what to do and how to act with a view to what is considered to be educationally desirable? Despite the revival of interest for practical wisdom as quality of teachers to judge what is to be done, literature…
Descriptors: Teaching Methods, Educational Strategies, Emotional Intelligence, Social Cognition
Wongsopawiro, Dirk S.; Zwart, Rosanne C.; van Driel, Jan H. – Teachers and Teaching: Theory and Practice, 2017
This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers' pedagogical content knowledge (PCK) by the use of the interconnected model of teachers' professional growth (IMTPG).The teachers (n = 12) participated in a…
Descriptors: Pedagogical Content Knowledge, Secondary School Teachers, Faculty Development, Teacher Improvement
Barak, Moshe; Shakhman, Larisa – Teachers and Teaching: Theory and Practice, 2008
The study reported in this article aimed at exploring what teachers know and do about fostering higher-order thinking skills in teaching science, and how they see themselves involved in achieving this end. Data were collected through semi-structured interviews with 11 teachers experienced in teaching high school physics, which is considered a…
Descriptors: Educational Strategies, Constructivism (Learning), Physics, Thinking Skills
