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The Development of Preservice Chemistry Teachers' Pedagogical Content Knowledge.
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Van Driel, Jan H.; De Jong, Onno; Verloop, Nico – Science Education, 2002
Investigates the development of pedagogical content knowledge (PCK) within a group of preservice chemistry teachers. Focuses on PCK with respect to the relationship between observable phenomena on the one hand, and their interpretation in terms of corpuscular characteristics on the other. Results indicated a growing awareness among the preservice…
Descriptors: Elementary Education, Knowledge Base for Teaching, Pedagogical Content Knowledge, Preservice Teachers
Developing Science Teachers' Pedagogical Content Knowledge.
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van Driel, Jan H.; Verloop, Nico; de Vos, Wobbe – Journal of Research in Science Teaching, 1998
Discusses the concept of pedagogical content knowledge within the context of science teaching. Defines the concept and identifies teaching experience as the major source of pedagogical content knowledge. Contains 69 references. (DDR)
Descriptors: Elementary Secondary Education, Knowledge Base for Teaching, Pedagogical Content Knowledge, Professional Development
Teachers' Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective.
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Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D. – Teaching and Teacher Education, 2000
Surveyed experienced Dutch secondary school teachers regarding their professional identities, examining ways that they saw themselves as subject matter experts, didactical experts, and pedagogical experts. Surveys indicated that most teachers saw their professional identity as consisting of a combination of the distinct aspects of expertise.…
Descriptors: Foreign Countries, Knowledge Base for Teaching, Knowledge Level, Pedagogical Content Knowledge
The Use of Analogies in Language Teaching: Representing the Content of Teachers' Practical Knowledge
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Hulshof, Hans; Verloop, Nico – Journal of Curriculum Studies, 2002
This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the…
Descriptors: Language Teachers, Pedagogical Content Knowledge, Knowledge Base for Teaching, Logical Thinking