Jared Carpendale
Dados Biográficos
| ID | 6509753 |
|---|---|
| NOME | Jared Carpendale |
| PRENOMES | Jared |
| SOBRENOME | Carpendale |
| ASSINATURA | CARPENDALE J |
| AFILIAÇÕES | Massey University |
| ORCID | 0000-0002-5904-4425 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 5 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
Understanding Secondary Inservice Teachers’ Perceptions and Practices of Implementing Integrated STEM Education
Integrated STEM (i-STEM) education is attracting attention from educators and researchers worldwide to improve student achievement and engagement in STEM subjects and encourage the take-up of STEM-related careers. Multiple models of STEM integration have been proposed, and how i-STEM is interpreted and enacted in school contexts appears to vary considerably. This article reports the perceptions and practices of a group of Australian secondary sch…
Career transitions in teacher education
Career transitions are often studied from the perspective of changing from one career to the next. Missing from this definition, however, is that transitions can take place within a career. In the case of teacher education and academia, these transitions are often seen as well laid out with an accepted view of ‘success’ and those taking an alternate path being viewed as ‘less successful’. In this self-study, three teacher educators at different s…
A framework of subject-specific expertise for out-of-field teachers
While teaching is a learning profession, learning to teach out-of-field (OOF) places subject-specific demands on teacher knowledge, practice and identity. Using Shulman's ‘signature pedagogies,’ we examine what OOF teachers need to know (thinking), do (performing), and be (identity). Through collaborative research, nine teacher educators from various disciplines identified pertinent themes leading to a framework of subject-specific expertise. The…
Collaborative Content Representation Design to Support Out-of-field Teachers’ Pedagogical Content Knowledge in Science
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Sem obras proeminentes nesta página.
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Collaborative Content Representation Design to Support Out-of-field Teachers’ Pedagogical Content Knowledge in Science
Understanding Secondary Inservice Teachers’ Perceptions and Practices of Implementing Integrated STEM Education
Integrated STEM (i-STEM) education is attracting attention from educators and researchers worldwide to improve student achievement and engagement in STEM subjects and encourage the take-up of STEM-related careers. Multiple models of STEM integration have been proposed, and how i-STEM is interpreted and enacted in school contexts appears to vary considerably. This article reports the perceptions and practices of a group of Australian secondary sch…
Career transitions in teacher education
Career transitions are often studied from the perspective of changing from one career to the next. Missing from this definition, however, is that transitions can take place within a career. In the case of teacher education and academia, these transitions are often seen as well laid out with an accepted view of ‘success’ and those taking an alternate path being viewed as ‘less successful’. In this self-study, three teacher educators at different s…
A framework of subject-specific expertise for out-of-field teachers
While teaching is a learning profession, learning to teach out-of-field (OOF) places subject-specific demands on teacher knowledge, practice and identity. Using Shulman's ‘signature pedagogies,’ we examine what OOF teachers need to know (thinking), do (performing), and be (identity). Through collaborative research, nine teacher educators from various disciplines identified pertinent themes leading to a framework of subject-specific expertise. The…
Mathematics education (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Computer Science (3 obras) · Science Education and Pedagogy (3 obras) · Educator Training and Historical Pedagogy (2 obras) · Mathematics Education and Teaching Techniques (2 obras) · Process (computing) (2 obras) · Professional development (2 obras) · Sociology (2 obras)