Providing a Set of Research-Based Practices to Support Preservice Teachers' Long-Term Professional Development as Learners of Science Teaching

Autor/inn/en	Aydin, Sevgi; Demirdogen, Betul; Tarkin, Aysegul; Kutucu, Selcan; Ekiz, Betul; Akin, Fatma Nur; Tuysuz, Mustafa; Uzuntiryaki, Esen
Titel	Providing a Set of Research-Based Practices to Support Preservice Teachers' Long-Term Professional Development as Learners of Science Teaching
Quelle	In: Science Education, 97 (2013) 6, S.903-935 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
Schlagwörter	Science Instruction; Science Teachers; Preservice Teachers; Knowledge Base for Teaching; Practicums; Mentors; Planning; Teaching Assistants; Student Development; Chemistry; Semi Structured Interviews; Reflection; Logical Thinking; Pedagogical Content Knowledge; Instructional Effectiveness; Preservice Teacher Education; Qualitative Research + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Practicum; Praktikum; Praktika; Ablaufplanung; Planungsprozess; Chemie; Pädagogische Kompetenz; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung
Abstract	The purpose of this research was twofold. The first was to investigate the development of preservice teachers' knowledge base for science teaching on the rate of reaction topic within the 14-week content representation (CoRe)-based mentoring-enriched practicum course. In this course, CoRe design was used as a form of lesson planning and intensive educative mentoring was provided by teaching assistants. The second purpose was to identify which aspects of the practicum course contributed to preservice teachers' development. Three preservice chemistry teachers voluntarily participated in the study. Qualitative data sources included CoRe, semistructured interviews, and reflection papers. Both inductive and deductive analyses were applied by triangulating findings from multiple data sources. Results revealed that at the end of the practicum, participants were able to successfully link content with teaching to promote student learning. Their pedagogical content knowledge (PCK) developed with its all components coherently integrated with each other. They also started to view the PCK construct as professional pedagogical knowledge. Educative mentoring with the use of an explicit and shared PCK language supported by CoRes, teaching experiences, and the observation of peers were reported as the most valuable aspects in stimulating teacher development. Implications for teachers' professional growth and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10