A South African Beginner Natural Sciences Teacher's Articulated PCK-in-Practice with Respect to Electric Circuits: A Case Study

Autor/inn/en	Poti, Joyce G.; Dudu, Washington T.; Sebatana, Motlhale J.
Titel	A South African Beginner Natural Sciences Teacher's Articulated PCK-in-Practice with Respect to Electric Circuits: A Case Study
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 10, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Poti, Joyce G.) ORCID (Dudu, Washington T.) ORCID (Sebatana, Motlhale J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Natural Sciences; Science Teachers; Pedagogical Content Knowledge; Energy; Science Education; Beginning Teachers; Case Studies; Grade 9; Electronic Equipment; Educational Practices; Teaching Methods; Foreign Countries; Scientific Concepts; Science Curriculum; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Naturwissenschaften; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Energie; Naturwissenschaftliche Bildung; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; School year 09; 9. Schuljahr; Schuljahr 09; Elektronisches Gerät; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Literature shows that science teachers' development and practice of PCK have always been a concern in science education research. Globally, national policies have begun to underscore the instruction of science teachers as a great concern. This study is considered worthwhile, as it intended to address this gap by exploring a beginner teacher's PCK knowledge and articulated PCK-in-practice. One participant was purposefully sampled. An exploratory qualitative case study was conducted, and the beginner natural sciences teacher's PCK of teaching grade 9 electric circuits was explored and analysed through an in-depth enquiry. First, the participant was interviewed, then classroom observations were conducted. The observations were video recorded while the topic in question was being taught. The PCK classroom observations schedule was adopted from Barendsen and Henze (2019). A post-classroom observation interview was conducted. Saldan~a's (2009) model and Pitjeng's (2014) topic specific PCK rubric were adopted as analytical tools. The findings of this study show that the participant ignored students' contributions and debates because the lessons were teacher centred. The participant highlighted difficulties linking theoretical classroom science concepts with learners' real-life experiences. This study is important, as it shows the interconnections of PCK knowledges and how they play a significant role in a teacher's articulated PCK-in-practice with respect to electric circuits. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01