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• W2798314462 abstract "Technological Pedagogical Content Knowledge (TPCK) represents the teachers’ professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers’ professional portfolios. A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective (RTP) could be a way to develop innovative science lessons for students. Suggestions for the creation of a design framework for the development of initial and in-service science teachers’ TPCK are put forward." @default.
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• W2798314462 date "2017-12-01" @default.
• W2798314462 modified "2023-09-27" @default.
• W2798314462 title "Technological pedagogical content knowledge development: integrating technology with a Research Teaching Perspective" @default.
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• W2798314462 doi "https://doi.org/10.1344/der.2017.32.85-96" @default.
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