Practising science teachers' views on CoRes and its impact on their professional knowledge of practice

This paper reports on a research project that explored the use of CoRes with in- service secondary and primary teachers in Australian schools. The two year longitudinal study investigated how these teachers (n = 6) might value CoRes, after constructing and using them in their classrooms, and how the instrument might influence or develop their long term professional practice. In particular, the project explicitly explored how their PCK might be articulated, revealed or developed as a consequence. In constructing and using CoRes in their classrooms, all six teachers claimed that the CoRe was a considerably valuable instrument in helping them to frame their knowledge of practice more explicitly, that they began to articulate and form an understanding of their own PCK, and that the CoRe prompted them to meaningful reflect about their practice in more deliberate, conscious and effective ways.