Exploring the complexity of teaching
Self-regulation and pedagogical content knowledge
Teaching is a complex activity, and research that sheds light on the nature of this complexity is valuable in informing initial teacher training and subsequent professional development. In a recent study published in Chemistry Education Research and Practice, Esen Uzuntiryaki-Kondakci and colleagues approached teaching complexity by probing the relationship between trainee teachers’ self-regulation (SR) and their pedagogical content knowledge (PCK).
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