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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 |
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Keywords: | novice teachers, out-of-field, resources, science and mathematics teaching |
Research Division: | Education |
Research Group: | Education systems |
Research Field: | Teacher education and professional development of educators |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
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: | 7 |
Deposited By: | Education |
Deposited On: | 2019-08-26 |
Last Modified: | 2021-10-01 |
Downloads: | 0 |
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