Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge

Autor/inn/en	Sen, Mehmet; Demirdögen, Betül; Öztekin, Ceren
Titel	Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge
Quelle	In: Journal of Science Teacher Education, 33 (2022) 8, S.860-887 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sen, Mehmet) ORCID (Demirdögen, Betül) ORCID (Öztekin, Ceren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.2012630
Schlagwörter	Pedagogical Content Knowledge; Science Teachers; Junior High School Teachers; Knowledge Level; Science Curriculum; Private Schools; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Wissensbasis; Private school; Privatschule; Ausland; Türkei
Abstract	This study investigated in what ways and to what extent the interactions between the components of pedagogical content knowledge (PCK) differ for junior high school science teachers with different levels of content knowledge. Data were collected from three science teachers through semi-structured interviews and classroom observations. The participants' content knowledge was analyzed based on inductive coding and the teachers were labeled as curriculum-led, content-expert, and content-novice. Interactions among PCK components were analyzed by making an in-depth analysis of explicit PCK. This included constructing PCK maps for each participant. Then, the constant comparative method was used to clarify differences in interactions among PCK components. Five assertions were proposed based on the differences among PCK interactions: (a) the curriculum-led teacher had the most integrated PCK map and the interactions were mainly reciprocal; (b) the most frequent interactions between knowledge of assessment and the other PCK components were observed in the content-expert teacher; (c) the most frequent interactions between knowledge of curriculum and the other PCK components were observed in the curriculum-led teacher's teaching; (d) the content-novice teacher's orientation interacted with the other PCK components more than in the other two participants' teaching; (e) the main ideas of the interactions among PCK components changed depending on the teachers' content knowledge. The findings are discussed and suggestions for researchers and teachers are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01