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. Attached Files Name Description MIMEType Size Downloads hubber-promotingaccomplished-2010.pdf Published version application/pdf 365.70KB 138 Title Promoting accomplished science teaching through pedagogical research Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Hubber, Peter orcid.org/0000-0003-1780-9562 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 Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30045212 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Mon, 14 May 2012, 12:34:36 EST Wed, 06 Jun 2012, 10:17:12 EST Wed, 06 Jun 2012, 10:18:17 EST Wed, 06 Jun 2012, 15:21:45 EST Tue, 05 Dec 2017, 12:32:48 EST Fri, 07 Sep 2018, 15:57:54 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 149 Abstract Views, 138 File Downloads  -  Detailed Statistics Created: Mon, 14 May 2012, 12:34:36 EST