Pre-Service Science Teachers' Pedagogical Content Knowledge Integration of Students' Understanding in Science and Instructional Strategies

Autor/inn/en	Sæleset, Johannes; Friedrichsen, Patricia
Titel	Pre-Service Science Teachers' Pedagogical Content Knowledge Integration of Students' Understanding in Science and Instructional Strategies
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 5, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Science Instruction; Practicums; Middle School Teachers; Knowledge Level; Teaching Methods; Visual Aids; Preservice Teacher Education; Foreign Countries; Science Teachers; Peer Teaching; Mentors; Learning Experience; Norway + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Practicum; Praktikum; Praktika; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Lehramtsstudiengang; Lehrerausbildung; Ausland; Science; Science teacher; Wissenschaft; Peer group teaching; Peer Group Teaching; Lernerfahrung; Norwegen
Abstract	In the current study, we address calls for research on the complex nature of integrations of pedagogical content knowledge (PCK) components. This is a multiple case study of six middle school pre-service teachers (PSTs) as they taught science in their school practicum. We investigated the nature of PSTs' integration between knowledge of students' understanding (KSU) and instructional strategies (KIS), and their sources of these integrations. The primary data sources were two video stimulated recall interviews during which each PST viewed video recordings of their instruction, and shared reflections on their teaching. Results were represented as PCK maps. The PSTs frequently demonstrated integration of KSU and KIS, often developing topic-specific strategies. Instructional strategies served a variety of goals in response to students' needs. PSTs referred to specialized science content courses, peer PSTs, learning experiences, and mentor teachers as sources that contributed to the integrations. Implications for research and teacher education are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01