*0011271611 *008180403s2018 xx# 000 0 eng *019 $bk *08230$a530.071 *100 $aJuhler, Martin Vogt$4aut$uUniversitetet i Stavanger, Norge$_149221300 *245 $aPre-service teachers' reflections on teaching a physics lesson : how does lesson study and content representation affect pre-service teachers'potential to start developing PCK during reflections on a physics lesson *300 $aS. 22-36 : ill. *500 $aVitenskapelig artikkel *520 $aPCK står for: Pedagogical Content Knowledge *5208 $aInneholder sammendrag *650 $aFysikk$2norart$_10538700 *650 $alærerutdanning$2norart$_11464400 *650 $apraksisopplæring$9nor$2norart$_129083900 *650 $aundervisning$2norart$_10435100 *653 $aContent representation (CoRe)$9eng$_149221400 *653 $aLesson study (LS)$9eng$_149221500 *653 $aPedagogical Content Knowledge (PCK)$9eng$_149221600 *653 $afield practice$9eng$_143347200 *653 $amentoring$9eng$_131128900 *653 $areflective$9eng$_142991400 *653 $ascience teacher$9eng$_144365000 *773 $tNordina (elektronisk ressurs)$gVol. 14, no. 1 (2018)$x1894-1257 *8564 $uhttps://doi.org/10.5617/nordina.2433 *999 $z1800625460$anorart:1800625460 ^