Developing Pedagogical Content Knowledge of Science Teachers through Action Research: A Case Study from Pakistan

Autor/inn/en	Halai, Nelofer; Khan, Manzoor Ali
Titel	Developing Pedagogical Content Knowledge of Science Teachers through Action Research: A Case Study from Pakistan
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 12 (2011) 1, Artikel 1 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Educational Strategies; Private Schools; Action Research; Foreign Countries; Science Teachers; Grade 9; Teacher Researchers; Pedagogical Content Knowledge; Knowledge Base for Teaching; Heat; Physics; Inquiry; Educational Innovation; Science Instruction; High School Students; Pakistan + Suchen Sie Ihr Suchwort? Lehrstrategie; Private school; Privatschule; Projektforschung; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerforschung; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Hitze; Physik; Instructional innovation; Bildungsinnovation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The aim of this study is to analyze the action research undertaken by Khan as a teacher researcher in a private school as part of the degree requirement of his M.Ed. program in Teacher Education at the Aga Khan University, Institute for Educational Development. The purpose of this analysis undertaken by the first author and supervisor of the study in collaboration with Khan was to understand the development of Pedagogical Content Knowledge (PCK) of the teacher researcher through action research in a science classroom in the context of Pakistan. Khan taught the concepts of heat and temperature using an inquiry based pedagogy to grade 9 physics class and also examined his own practice of this innovation using action research. Using Carlsen's concept of PCK as the lens for analysis of the research report written by Khan the first author finds that transforming his understanding of the topic to teach with the indicated instructional strategy required him to transform his own understanding of science content. The findings also indicate that the requirement of cumulative testing was a barrier to the implementation of innovative pedagogy in the school context. (Contains 1 figure.) (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10