Science and mathematics teachers’ core teaching conceptions and their implications for engaging in cross-curricular innovations
Previous studies have found core teaching conceptions (CTCs) to influence teachers’ actions, i.e. how they engage with new teaching practices (e.g. Lotter, Harwood, & Bonner, 2007). This study explores typical CTCs and their subject specific nature in a sample of teachers from physics, biology,...
| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2012-12-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Online Access: | https://journals.uio.no/nordina/article/view/270 |