An International Investigation of Preservice Science Teachers' Pedagogy and Subject Matter Knowledge Structures.

Autor/inn/en	Lederman, Norman G.; Chang, Huey-Por
Titel	An International Investigation of Preservice Science Teachers' Pedagogy and Subject Matter Knowledge Structures.
Quelle	(1994), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Cognitive Structures; Comparative Education; Educational Research; Foreign Countries; Higher Education; Intellectual Disciplines; Pedagogical Content Knowledge; Preservice Teachers; Science Instruction; Science Teachers; Taiwan + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Vergleichende Erziehungswissenschaft; Bildungsforschung; Pädagogische Forschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	The development and role of subject matter knowledge within teachers' professional development is currently the source of much research; however, the parallel development and role of pedagogical knowledge has yet to be systematically analyzed. In investigating this seldomly tapped area of concern, researchers involved 26 preservice science teachers (12-United States and 14-Taiwan) in a study that provided insights regarding the following questions: (1) What is the nature/appearance of preservice science teachers' subject matter and pedagogy knowledge structure?; (2) What is the source(s) of these knowledge structures?; (3) Are these knowledge structures stable during the student teaching experience?; and (4) What is the relationship between these knowledge structures and how do they relate to the act of teaching? Although significant differences exist in the teacher preparation programs experienced by the aforementioned teachers, several interesting comparisons were made: (1) both groups were hesitant about completing a questionnaire that required information regarding their subject matter understanding; (2) it was more difficult for the Taiwanese teachers to conceptualize pedagogy apart from their subject matter; and (3) these preservice science teachers were not presented with an overt or covert structure of subject matter as part of their content preparation. (ZWH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC