The Development of Prospective Secondary Biology Teachers PCK

Autor/inn/en	Brown, Patrick; Friedrichsen, Patricia; Abell, Sandra
Titel	The Development of Prospective Secondary Biology Teachers PCK
Quelle	In: Journal of Science Teacher Education, 24 (2013) 1, S.133-155 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9312-1
Schlagwörter	Preservice Teachers; Secondary School Teachers; Science Teachers; Biology; Pedagogical Content Knowledge; Case Studies; Learning Processes; Graduate Students; Lesson Plans; Interviews; Observation; Resistance to Change; Science Instruction + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Learning process; Lernprozess; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Beobachtung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	In order to understand how prospective teachers develop knowledge for teaching, researchers must identify the types of knowledge that are integral to effective science teaching. This case study investigated how 4 prospective secondary biology teachers' science teaching orientations, knowledge of science learners, and knowledge of instructional sequence, developed during a post-baccalaureate teacher education program. Data sources included a lesson planning task and two interview-observation cycles during the participants' year-long internship. Over the course of a year, the participants' science teaching orientations were based primarily on their K-16 learning experiences, and were robust and highly resistant to change. The prospective teachers became more aware of student learning difficulties, and therefore, developed more elaborated knowledge of the requirements of learning. They consistently sequenced instruction in ways that gave priority to transmitting information to students. Prospective teachers' development of knowledge of student understanding of science and instructional sequence were congruent with their science teaching orientations. Implications are given for teacher education and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10