Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey

Autor/in	Hanuscin, Deborah L.
Titel	Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey
Quelle	In: Journal of Science Teacher Education, 24 (2013) 6, S.933-956 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-013-9341-4
Schlagwörter	Science Teachers; Science Instruction; Teacher Educators; Pedagogical Content Knowledge; School Culture; Vignettes; Critical Incidents Method; Teaching Methods; Methods Courses; College Faculty; Teacher Attitudes; Intervention; Teacher Education; Student Teaching; Preservice Teachers; Elementary School Teachers + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Schulkultur; Schulleben; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Fakultät; Lehrerverhalten; Teaching practice; Unterrichtspraxis; Elementary school; Grundschule; Volksschule
Abstract	While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and development of PCK for NOS has not yet been investigated in any systematic way. This study addresses that gap by identifying critical incidents in the development of PCK for NOS of a prospective elementary teacher as she transitions from her methods course to student teaching. Analysis of data collected over a 2-year period illuminates pedagogical dilemmas faced by the prospective teacher in enacting NOS instruction within a school culture of primarily "traditional" science teaching. Through construction of critical incident vignettes, narrative inquiry is employed to illustrate the changes in her PCK for NOS over time, and the experiences that facilitated these changes. Implications for supporting the development of PCK for NOS within teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10