A Case Study of Specialized Science Courses in Teacher Education and Their Impact on Classroom Teaching

Autor/inn/en	Saeleset, Johannes; Friedrichsen, Patricia
Titel	A Case Study of Specialized Science Courses in Teacher Education and Their Impact on Classroom Teaching
Quelle	In: Journal of Science Teacher Education, 33 (2022) 6, S.641-663 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saeleset, Johannes) ORCID (Friedrichsen, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1971859
Schlagwörter	Case Studies; Science Education; Teaching Methods; Decision Making; Comparative Analysis; Preservice Teachers; Pedagogical Content Knowledge; Knowledge Base for Teaching; Alignment (Education); Recall (Psychology); Educational Change; Teacher Education Programs; Lesson Plans; Video Technology; Self Efficacy; Instructional Design; Practicums; Foreign Countries; Science Instruction; Elementary Secondary Education; Student Attitudes; Norway + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Abberufung; Bildungsreform; Lesson planning; Unterrichtsplanung; Self-efficacy; Selbstwirksamkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Practicum; Praktikum; Praktika; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Norwegen
Abstract	Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs on classroom teaching. We carried out an exploratory case study of three PSTs from a Norwegian teacher education program that included SSCs. In the context of their field practicum, we compared PSTs' teaching of topics taught in SSCs (aligned lessons) with topics not taught in SSCs (unaligned lessons). Data collection consisted of field observations of one aligned and one unaligned lesson as well as stimulated recall interviews based on video recordings. In our analyses, we compared PSTs use of instructional strategies in aligned and unaligned lessons and how their knowledge for teaching informed these instructional decisions. We found that SSCs supported PSTs in using more topic-specific instructional strategies when teaching aligned lessons. In the aligned lessons, their teaching was better informed by knowledge of students' understandings in science. We also examined PSTs' perceptions of how they drew upon SSCs in their classroom teaching. They reported that SSCs had a major impact on their CK, PCK and self-efficacy for science teaching. Through this study, we provide unique insights into how PSTs draw on SSCs in their classroom teaching. We include implications for further research and the design of SSCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01