Developing Topic-Specific PCK in Chemical Equilibrium in a Chemistry PGCE Class: Feasible or Not?

Autor/inn/en	Makhechane, Mamohato; Mavhunga, Elizabeth
Titel	Developing Topic-Specific PCK in Chemical Equilibrium in a Chemistry PGCE Class: Feasible or Not?
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 25 (2021) 2, S.160-173 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mavhunga, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2021.1925486
Schlagwörter	Science Instruction; Science Teachers; Pedagogical Content Knowledge; Preservice Teachers; Secondary School Science; Foreign Countries; Chemistry; Undergraduate Students; Scientific Concepts; Concept Formation; Teacher Education Programs; Program Effectiveness; South Africa + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Ausland; Chemie; Concept learning; Begriffsbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Pedagogical content knowledge is considered a valuable knowledge base for all science teachers. Thus, promoting its development in all pre-service teacher programmes including a short 1 year Physical Science postgraduate certificate in education (PGCE) course is desirable. This paper focuses on the comparison of topic-specific pedagogical content knowledge (TSPCK) at a level of planning to teach between PGCE pre-service teachers (n = 8) and final (fourth) year traditional BEd pre-service teachers (n = 16). Both groups were exposed to an intervention targeting the development of TSPCK in Physical Science topics taught in South Africa's national secondary school curriculum. Data collected from both groups comprised pre-post intervention TSPCK tests and content representations tool for chemical equilibrium. The data analysis entailed the use of a criterion-based rubric for shifts in the quality of planned TSPCK and the content representations were analysed through an in-depth qualitative analysis. The findings revealed an improvement in the PGCE pre-service teachers' planned TSPCK to the same extent as for the BEd pre-service teachers. The PGCE pre-service teachers did not indicate being at an initial advantage in their TSPCK because of their strong content knowledge, but they showed a faster growth path in developing TSPCK. Recommendations made include the promotion of TSPCK discussion in the PGCE programme and a possible re-positioning of such discussions in the BEd programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01