Talking the talk : a longitudinal case study of the development of early career science teachers' knowledge of the nature and purposes of classroom talk
The complexity of teacher professional knowledge is well established in a range of models of professional knowledge (Shulman, 1986; Engeström, 1987; Eraut, 2014) and a number of studies have examined models of science classroom talk (Mortimer and Scott, 2003; Viiri and Saari, 2006; Lehesvuori et al....
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University of Leeds
2016
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.703354 |