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Making tacit knowledge visible: uncovering the knowledge of science and mathematics teachers

Citation

Fraser, S and Beswick, K and Crowley, S, Making tacit knowledge visible: uncovering the knowledge of science and mathematics teachers, Teaching and Teacher Education, 86 Article 102907. ISSN 0742-051X (2019) [Refereed Article]

Copyright Statement

2019 Elsevier Ltd. All rights reserved.

Official URL: https://www.sciencedirect.com/science/article/pii/...

DOI: doi:10.1016/j.tate.2019.102907

Abstract

There is a chronic shortage of appropriately qualified science and mathematics teachers particularly in disadvantaged, rural and isolated communities. Less experienced and out-of-field teachers who often teach in these contexts face difficulties in accessing professional learning and mentoring. While increasing their access to quality resources is useful, these teachers need to both decide whether a resource is appropriate in their context and be able to use it confidently. This paper reports on the process used in the STEMCrAfT project to explicate the knowledge that experienced science and mathematics teachers use when selecting and using resources, and the framework that resulted.

Item Details

Item Type:Refereed Article
Keywords:novice teachers, out-of-field, resources, science and mathematics teaching
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Teacher Education and Professional Development of Educators
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
UTAS Author:Fraser, S (Professor Sharon Fraser)
UTAS Author:Crowley, S (Ms Suzanne Crowley)
ID Code:134652
Year Published:2019
Web of Science® Times Cited:2
Deposited By:Education
Deposited On:2019-08-26
Last Modified:2020-05-21
Downloads:0

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