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Samtal om undervisning i naturvetenskap - Ämnesdidaktisk kollegial utveckling i lärarutbildning och lärarprofession


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Title: Samtal om undervisning i naturvetenskap - Ämnesdidaktisk kollegial utveckling i lärarutbildning och lärarprofession
Authors: Sjöberg, Marlene
Issue Date: 28-Aug-2020
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Parts of work: Artikel I: Sjöberg, M., & Ingerman, Å. (manuskript). Student teachers’ conversations about field experiences – Qualitatively different ways of constituting shared meaning of teaching science, technology, or mathematics.

Artikel II: Sjöberg, M., & Nyberg, E. (2020). Professional Knowledge for Teaching in Student Teachers’ Conversations about Field Experiences, Journal of Science Teacher Education, 31(2), 226-244.
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Artikel III: Sjöberg, M., Ingerman, Å., & Nyberg, E. (2018). Kvalitativa skillnader i lärares samtal om bedömning och elevers kunnande i naturvetenskap Qualitative differences in teachers’ discussions about assessment and students’ science knowledge. Nordic Studies in Science Education, 14(1), 68-81.
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Date of Defence: 2020-09-18
Disputation: Fredagen den 18 september 2020, kl. 13.00, digitalt.
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
451
Keywords: conversations
PCK
science education
student teachers
science teachers' professional development
teacher collaboration
samtal om undervisning
undervisning i naturvetenskap
ämnesdidaktik
kollegiala samtal
lärares professionsutveckling
lärarstudenter
Abstract: The overall aim in this thesis is to explore professional conversations about science teaching experiences, both in an educational setting with student teachers, and in a local professional development project with a science teacher team, regarding possibilities for developing professional knowledge in a collegial setting. Two empirical studies were conducted. Study 1, focusing on student teachers’ conversations in the educational setting of a one-year complementary teacher education program fo... more
ISBN: 978-91-7963-035-5 (pdf)
978-91-7963-034-8 (tryckt)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/64566
Appears in Collections:Gothenburg Studies in Educational Sciences
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för didaktik och pedagogisk profession

 

 

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