According to the promises: the sub-culture of school science, teachers' pedagogical identity and the challenge of ICT

LM Baggott la Velle; JR Brawn; AE McFarlane; P John

doi:10.1080/1463631042000210962

According to the promises: the sub-culture of school science, teachers' pedagogical identity and the challenge of ICT

LM Baggott la Velle
, JR Brawn
, AE McFarlane
, P John

School of Education

Research output: Contribution to journal › Article (Academic Journal) › peer-review

Abstract

According to the promises an international peer reviewed journal article that provides a sociocultural framework, focussing on cultural tools as material and symbolic mediators of learning, for the definition and characterisation of the subculture of school science and how this affects science teachers use of ICT. Its originality is based on the interaction between teachers subject epistemologies, their personal theories, espoused pedagogical styles and their deployment of ICT in their science teaching. This paper, in which the first author contributed 90%, drew on data from the Interactive Education Project, part of the is TLRP programme and the largest ICT based research project in the UK to date.

Translated title of the contribution	According to the promises: the sub-culture of school science, teachers' pedagogical identity and the challenge of ICT
Original language	English
Pages (from-to)	109 - 129
Number of pages	21
Journal	Education, Communication and Information
Volume	4 (1)
DOIs	https://doi.org/10.1080/1463631042000210962
Publication status	Published - Mar 2004

Bibliographical note

Publisher: Routledge
Other: Journal has now merged with 'Learning, Media and Technology' (Jan 06) also published by Routledge

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title = "According to the promises: the sub-culture of school science, teachers' pedagogical identity and the challenge of ICT",

abstract = "According to the promises an international peer reviewed journal article that provides a sociocultural framework, focussing on cultural tools as material and symbolic mediators of learning, for the definition and characterisation of the subculture of school science and how this affects science teachers use of ICT. Its originality is based on the interaction between teachers subject epistemologies, their personal theories, espoused pedagogical styles and their deployment of ICT in their science teaching. This paper, in which the first author contributed 90\%, drew on data from the Interactive Education Project, part of the is TLRP programme and the largest ICT based research project in the UK to date.",

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AU - Brawn, JR

AU - McFarlane, AE

AU - John, P

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AB - According to the promises an international peer reviewed journal article that provides a sociocultural framework, focussing on cultural tools as material and symbolic mediators of learning, for the definition and characterisation of the subculture of school science and how this affects science teachers use of ICT. Its originality is based on the interaction between teachers subject epistemologies, their personal theories, espoused pedagogical styles and their deployment of ICT in their science teaching. This paper, in which the first author contributed 90%, drew on data from the Interactive Education Project, part of the is TLRP programme and the largest ICT based research project in the UK to date.

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DO - 10.1080/1463631042000210962

M3 - Article (Academic Journal)

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JO - Education, Communication and Information

JF - Education, Communication and Information

ER -

According to the promises: the sub-culture of school science, teachers' pedagogical identity and the challenge of ICT

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