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Promoting accomplished science teaching through pedagogical research

Tytler, Russell and Hubber, Peter 2010, Promoting accomplished science teaching through pedagogical research, in AERA 2010 : Understanding complex ecologies in a changing world : Proceedings of the 2010 American Educational Research Association meeting, American Educational Research Association, Washington, D.C., pp. 1-15.

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Title Promoting accomplished science teaching through pedagogical research
Author(s) Tytler, Russell
Hubber, Peter
Conference name American Educational Research Association. Meeting (2010 : Denver, Colorado)
Conference location Denver, Colorado
Conference dates 30 Apr.-4 May. 2010
Title of proceedings AERA 2010 : Understanding complex ecologies in a changing world : Proceedings of the 2010 American Educational Research Association meeting
Editor(s) [Unknown]
Publication date 2010
Conference series American Educational Research Association Meeting
Start page 1
End page 15
Total pages 15
Publisher American Educational Research Association
Place of publication Washington, D.C.
Keyword(s) signature pedagogies
representation-intensive pedagogy
studies of teaching and learning
Summary In this paper we will examine Shulman’s notion of signature pedagogies for its usefulness extended to school science, to analyse a representation-intensive pedagogy that lays claim to bringing school science closer to the knowledge building practices of science itself. Two case studies of teaching and learning will be presented based on research in primary and secondary schools that involved working closely with teachers to develop and validate the pedagogy. Video images of classrooms, interviews with students and teachers, and documentation of students’ work, were used to construct insights into the teaching and learning process. It is argued that Shulman’s notion of professional practice as involving apprenticeships of knowledge, practice and identity provides a useful lens through which to view this innovation. Shulman’s characterisation of signature pedagogy is used to identify key features of the approach.
Notes Reproduced with the kind permission of the copyright owner.
ISSN 0163-9676
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2010, AERA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30045212

Document type: Conference Paper
Collections: School of Education
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