Abstract
This chapter reports on a design-based research (DBR) study between researchers and primary teachers focused on enhancing the teachers’ science content knowledge (CK) and pedagogical content knowledge (PCK) through an intervention known as Content Representation (CoRe) Design. Data from surveys, videoed teacher workshops, document analysis, classroom observations, and focus group interviews revealed CoRe design, along with strategic use of quality resources, had a marked and positive impact on teachers’ CK and, in turn, their PCK. In turn, heightened feelings of self-efficacy for science teaching occurred amongst the teachers along with signs of greater student interest, engagement and achievement in science.
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Hume, A. (2017). Conquering Content: A Key to Promoting Self-efficacy in Primary Science Teaching. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_54
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DOI: https://doi.org/10.1007/978-981-10-4075-7_54
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