Session Information
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References
Boz, N., & Boz, Y. (2008). A qualitative case study of prospective chemistry teachers’ knowledge about instructional strategies: Introducing particulate theory Journal of Science Teacher Education, 19, 135–156. Gerges, G. (2001). Factors influencing preservice teachers’ variation in use of instructional methods: Why is teacher efficacy not a significant contributor? Teacher Education Quarterly, 28, 71-88. Hollingsworth, S. (1988). Making field-based programs work: A three-level approach to reading education. Journal of Teacher Education, 39, 28-36. Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-169. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Boston: Kluwer. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Inc. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching, Educational Researcher, 15, 4-14. Shulman, L. S. (1987). Knowledge and training: Foundations of the new reform. Hardward Educational Review. 57, 1-22.
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