Emergence and Interactions of Knowledge Structures in the Preservice Teacher.

Autor/inn/en	Lederman, Norman G.; Latz, Mark
Titel	Emergence and Interactions of Knowledge Structures in the Preservice Teacher.
Quelle	(1993), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Science; Educational Research; High Schools; Higher Education; Intellectual Disciplines; Knowledge Level; Preservice Teacher Education; Science Instruction; Science Teachers; Secondary School Science; Teacher Characteristics; Teacher Qualifications + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrqualifikation
Abstract	The purpose of this longitudinal investigation was to assess the nature, development, and changes in preservice secondary science teachers' (n=12) conceptions/knowledge structures of subject matter and pedagogy as they proceeded through a fifth-year Master of Arts in Teaching (MAT) program. Open ended written questionnaires were used in Phase I of this investigation. Five subject matter questionnaires and five pedagogy questionnaires were completed over the span of the entire MAT preparation program. In Phase II, a 45-minute video taped interview was conducted. It appears that preservice science teachers do not have well formed and integrated subject matter or pedagogy knowledge structures. (PR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC