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Science teachers teaching outside of subject specialism: challenges, strategies adopted and implications for initial teacher education
16 references·3 citing·41 second hop
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References

  • 2007Research Methods in Education23,507 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 2013Research Methods in Education7,228 cited
  • 2004Informal learning in the workplace2,607 cited
  • 2005Education At A Glance2,378 cited
  • 2000Non‐formal learning and tacit knowledge in professional work2,016 cited
  • 1992Understanding Teacher Development1,163 cited
  • 1991On the role of analogies and metaphors in learning science919 cited
  • 2004How and what teachers learn: a shifting perspective903 cited
  • 1989Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers764 cited
  • 1989The construction of subject matter knowledge in primary science teaching436 cited
  • 1993Making sense of teaching429 cited
  • 1987Effects of subject-matter knowledge in the teaching of biology and physics396 cited
  • 1996Explaining Science In The Classroom359 cited
  • 1998Models in explanations, Part 1: Horses for courses?

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329 cited

Cited by

  • 2020Out-of-Field Teaching in Science: An Overlooked Problem52 cited
  • 2020Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English50 cited
  • 2015Integrating Curricular Contents and Language through Storytelling: Criteria for Effective CLIL Lesson Planning15 cited