摘要：This study concerns teachers’ professional knowledge. Sixteen teachers, all with more than 25 years’ experience in the profession, participated in the study in which they were given three different opportunities to show and formulate their professional skills. We initially asked the teachers to answer questions via e-mail. In the second part, the teachers were filmed in various teaching situations that allowed stimulated recall conversations afterwards. The analysis of this data then formed the basis of so-called dialogue seminars. The participating teachers show a great ability to create contexts for student learning. It was evident when they introduced new tasks and areas of work. Other important skills are, according to the participating teachers, dealing with students in groups and individually, organising, being leaders, and understanding students. The results also show there were a only few occasions when the teachers touched upon subject didactics and learning theories in their discussions.Keywords: subject didactics, school, teacher’s, professional knowledge, science education(Published: 1 March 2012)Citation: Education Inquiry Vol. 3, No. 1, March 2012, pp.3–18
关键词：subject didactics, school, teacher’s, professional knowledge, science education
