Enhancing the Practicum Experience for Pre-Service Chemistry Teachers through Collaborative CoRe Design with Mentor Teachers

Autor/inn/en	Hume, Anne; Berry, Amanda
Titel	Enhancing the Practicum Experience for Pre-Service Chemistry Teachers through Collaborative CoRe Design with Mentor Teachers
Quelle	In: Research in Science Education, 43 (2013) 5, S.2107-2136 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-012-9346-6
Schlagwörter	Science Instruction; Science Teachers; Chemistry; Pedagogical Content Knowledge; College School Cooperation; Mentors; Practicums; Student Teachers; Knowledge Base for Teaching; Course Content; Teacher Education Programs; Student Teacher Attitudes; Context Effect; Expertise + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Pädagogische Kompetenz; Practicum; Praktikum; Praktika; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching theory; Theory of teaching; Unterrichtstheorie; Kursprogramm; Expert appraisal
Abstract	This paper reports findings from an ongoing study exploring how the Content Representation (CoRe) design can be used as a tool to help chemistry student teachers begin acquiring the professional knowledge required to become expert chemistry teachers. Phase 2 of the study, reported in this paper, investigated how collaboration with school-based mentors (associate teachers) on teaching practice (practicum) might impact on this process and student teachers' development of their pedagogical content knowledge (PCK). The collaboration involved identifying and discussing pedagogical issues related to a practicum-teaching topic using a student teacher's draft CoRe as a starting point and ongoing focus for the professional dialogue. Practicum offered an opportunity for aspects of student teachers' PCK, as embodied in their draft CoRes, to be explored and expanded upon in classroom programmes with the support and input of associate teachers. The findings were influenced by different contextual factors; however, the student teachers found their CoRes to be very useful frameworks for engaging in focussed professional dialogue with their teaching mentors. They valued the expertise, currency of knowledge and mentoring of their associates and reported positively about the contribution this support made to their PCK development via the CoRe design process and the transformation of the CoRe into classroom teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10