Development of Evidence-Based, Student-Learning-Oriented Rubrics for Pre-Service Science Teachers' Pedagogical Content Knowledge

Autor/in	Kind, Vanessa
Titel	Development of Evidence-Based, Student-Learning-Oriented Rubrics for Pre-Service Science Teachers' Pedagogical Content Knowledge
Quelle	In: International Journal of Science Education, 41 (2019) 7, S.911-943 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kind, Vanessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1311049
Schlagwörter	Pedagogical Content Knowledge; Scoring Rubrics; Evaluation Criteria; Grading; Preservice Teachers; Foreign Countries; Science Teachers; Science Instruction; Preservice Teacher Education; Educational Strategies; Vignettes; Evidence Based Practice; United Kingdom (England) + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Scoring formulas; Auswertungsbogen; Notengebung; Schulnote; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Lehrstrategie
Abstract	This paper offers pedagogical content knowledge (PCK) rubrics, that is, guides providing criteria for grading that are potentially applicable to a range of science topics and levels of teacher experience. Grading criteria applied in the rubrics are based on qualitative analyses of planned topic-specific professional knowledge (TSPK) and content knowledge (CK). Data were collected via three topic-specific vignettes from 239 pre-service science teachers (PSTs) starting a university-based, full-time, one year teacher education programme in England. The statements were analysed for TSPK and CK. PSTs' statements proposed instructional strategies comprising demonstrations, explanations, illustrations and analogies, classified as Relevant to the science topics, others Irrelevant. Some Relevant strategies missed an aspect that may, if enacted, help students' learning, so were judged Incomplete. Statements were also analysed for evidence of relevant and correct CK. CK and TSPK statements are aligned into grids, creating PCK rubrics. These demonstrate the precise nature of knowledge likely to lead to instruction that impacts positively on student learning. The rubrics present the possibility of PCK repertoires that contribute clarity and precision to teaching instruction. Although findings cannot be generalised, the methodology offers a strategy for supporting out-of-field teachers, and those seeking instructional strategies to add to existing repertoires. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01