Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

Autor/inn/en	Asikainen, Mervi A.; Hirvonen, Pekka E.
Titel	Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge
Quelle	In: Journal of Science Teacher Education, 21 (2010) 4, S.431-450 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-010-9187-y
Schlagwörter	Teacher Characteristics; Physics; Mathematics Instruction; Teaching Methods; Cooperating Teachers; Science Teachers; Knowledge Base for Teaching; Knowledge Level; Interviews; Teacher Attitudes; Pedagogical Content Knowledge; Science Education; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Physik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching theory; Theory of teaching; Unterrichtstheorie; Wissensbasis; Interviewing; Interviewtechnik; Lehrerverhalten; Pädagogische Kompetenz; Naturwissenschaftliche Bildung; Ausland; Finnland
Abstract	This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the results. The results show that the teachers strongly emphasize knowledge related to day-to-day teaching practice. In German Didaktik, this means knowledge of the best instructional methods, while in Shulman's categorization it belongs to the category of representations, strategies, and methods. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher education, such as a holistic view of instructional approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10