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Understanding Teacher Expertise in Primary Science: A Sociocultural Approach


reviewed by Jeffrey J. Rozelle May 21, 2007

coverTitle: Understanding Teacher Expertise in Primary Science: A Sociocultural Approach
Author(s): Anna Traianou
Publisher: Sense Publishers, Rotterdam
ISBN: 9077874887, Pages: 180, Year: 2006
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Over the last twenty years, studying teacher education through the lens of teacher knowledge has become an increasingly dominant paradigm in the United States (Cochran-Smith & Fries, 2005; Shulman, 1986). Science teacher educators and researchers followed suit with increasing attention to both the content knowledge and pedagogical content knowledge (PCK) of science teachers (e.g., Gess-Newsome & Lederman, 1999). This concern about content knowledge manifests itself most for elementary teachers, who presumably lack the background in science content courses of secondary teachers (Davis, Petish, & Smithey, 2006). In Understanding Teacher Expertise in Primary Science: A Sociocultural Approach, Anna Traianou enters into this discussion of elementary science teacher knowledge by arguing that current research on what teachers know, whether content knowledge or PCK, misses important aspects of what it means to be an expert primary science teacher. She argues that teacher knowledge research, especially for primary science, fails to account for important... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: May 21, 2007
http://www.tcrecord.org ID Number: 14494, Date Accessed: 10/20/2017 5:03:02 AM

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About the Author
  • Jeffrey Rozelle
    Michigan State University
    E-mail Author
    JEFFREY J. ROZELLE is currently a doctoral student in Curriculum, Teaching, and Educational Policy at Michigan State University. His areas of interest include science teacher learning across the career continuum and urban education. On his current research project, he examines the links between professional development experiences for novice teachers, teacher knowledge and practices, and student learning. He formerly taught high school science in Cincinnati Public Schools.
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