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Lee, Yeung-Chung – Asia-Pacific Forum on Science Learning and Teaching, 2011
This study reports on the trial of a school-based professional development process aimed at helping science teachers improve their inquiry-based science teaching skills. This process focuses on developing the pedagogical content knowledge of teachers through peer collaboration, under the guidance of a teacher educator. A multi-method interpretive…
Descriptors: Pedagogical Content Knowledge, Faculty Development, Inservice Teacher Education, Science Teachers