Development of Pre-Service Physics Teachers' Pedagogical Content Knowledge (PCK) throughout Their Initial Training

Autor/inn/en	Karal, Isik Saliha; Alev, Nedim
Titel	Development of Pre-Service Physics Teachers' Pedagogical Content Knowledge (PCK) throughout Their Initial Training
Quelle	In: Teacher Development, 20 (2016) 2, S.162-180 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2015.1124138
Schlagwörter	Physics; Science Teachers; Mentors; Teacher Education; Pedagogical Content Knowledge; Preservice Teachers; Energy; Magnets; Mathematics Instruction; Science Instruction; Lesson Plans; Interviews; Field Experience Programs; Prior Learning; Knowledge Base for Teaching; Foreign Countries; Observation; Qualitative Research; Turkey + Suchen Sie Ihr Suchwort? Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Energie; Stabmagnet; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Praxisnahes Lernen; Vorkenntnisse; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Beobachtung; Qualitative Forschung; Türkei
Abstract	The purpose of this study was to investigate the development of pre-service physics teachers' pedagogical content knowledge (PCK) on the subject of electricity and magnetism after their completion of physics and mathematics courses. A descriptive longitudinal development research was carried out with 13 pre-service teachers (PTs) who completed their subject matter education by the end of the fall term of 2007-2008 academic years. Six of those PTs were selected for further studies on the development of PCK throughout the following three terms. A PCK test, observations, lesson plans and informal interviews were used as data collection instruments. Results showed declines in subject matter knowledge, improvements in representation varieties, and changes in orientations during field-based experience and increases in knowledge of learner difficulties. Past experience, field-based experience, teacher training, written materials, mentor teachers, school context and the nature of subject matter were found as factors affecting the PCK development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01