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The pedagogical content knowledge development of prospective teachers through an experiential task

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dc.contributor.authorKURT TİFTİK, GÖKÇE
dc.contributor.authorKAŞLIOĞLU, ÖZLEM
dc.contributor.authorsAtay, Derin; Kaslioglu, Ozlem; Kurt, Gokce
dc.contributor.editorUzunboylu, H
dc.date.accessioned2022-03-12T04:15:56Z
dc.date.accessioned2026-01-11T10:41:35Z
dc.date.available2022-03-12T04:15:56Z
dc.date.issued2010
dc.description.abstractPedagogical content knowledge (PCK) forms a knowledge base for teachers, guiding their decisions and actions in classrooms. The value of PCK has been emphasized since late 1980s, yet, still not much is known about the process of PCK development among prospective teachers. The present study aims to investigate the PCK development of Turkish prospective teachers through the process of an experiential task. Data were collected from 18 participants through focus group interviews and narratives, and analyzed by means of qualitative methods. (C) 2010 Elsevier Ltd. All rights reserved.
dc.identifier.doi10.1016/j.sbspro.2010.03.212
dc.identifier.issn1877-0428
dc.identifier.urihttps://hdl.handle.net/11424/223323
dc.identifier.wosWOS:000282002801059
dc.language.isoeng
dc.publisherELSEVIER SCIENCE BV
dc.relation.ispartofINNOVATION AND CREATIVITY IN EDUCATION
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectPedagogical content knowledge
dc.subjectpre-service teacher education
dc.titleThe pedagogical content knowledge development of prospective teachers through an experiential task
dc.typeconferenceObject
dspace.entity.typePublication
oaire.citation.endPage1425
oaire.citation.issue2
oaire.citation.startPage1421
oaire.citation.titleINNOVATION AND CREATIVITY IN EDUCATION
oaire.citation.volume2

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