Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training

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Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Smit, R., Weitzel, H., Blank, R., Rietz, F., Tardent, J., & Robin, N. (2017). Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training. Research in Science & Technological Education, 35(4), 477-499. http://dx.doi.org/10.1080/02635143.2017.1353962
Author(s)
Smit, Robbert orcid-logo
Weitzel, Holger
Blank, Robert
Rietz, Florian orcid-logo
Tardent, Josiane
Robin, Nicolas 
DOI
10.18747/PHSG-coll3/id/193
External DOI
http://dx.doi.org/10.1080/02635143.2017.1353962
PHSG Organisation name
Institut Mathematische, Naturwissenschaftliche und Technische Bildung 
Institut Sprachliche und Literarische Bildung 
Prorektorat Ausbildung 
Project(s)
Keinem PHSG-Projekt zugeordnet 
License Condition
All rights reserved
License
https://rightsstatements.org/page/InC/1.0/
Proforis OA-status
Green OA - accepted version
Permalink
https://proforis.phsg.ch/handle/20.500.14111/3122
File(s)
Topic PHSG
Mathematische, Naturwissenschaftliche und Technische Bildung
Sprachliche und Literarische Bildung
Lehrer:innenbildung
Subjects
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Natural Sciences
Languages and Literature
General language studies
PHSG Organisation name
Institut Mathematische, Naturwissenschaftliche und Technische Bildung 
Institut Sprachliche und Literarische Bildung 
Prorektorat Ausbildung 
PHSG division (old structure)
PHSG - Institut Fachdidaktik Naturwissenschaften
PHSG - Forschung & Entwicklung
Project(s)
Keinem PHSG-Projekt zugeordnet 
Version
Accepted Version
Access Rights
Open Access
License Condition
All rights reserved
Rights Holder
Publisher
Copyright-Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Research in Science & Technological Education on the 24th of July 2017, available online: https://doi.org/10.1080/02635143.2017.1353962