A Case Study of Pre-Service Chemistry Teachers' Pedagogical Content Knowledge Development.

Autor/inn/en	Tuan, Hsiao-lin; und weitere
Titel	A Case Study of Pre-Service Chemistry Teachers' Pedagogical Content Knowledge Development.
Quelle	(1995), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Chemistry; Foreign Countries; Higher Education; Knowledge Base for Teaching; Pedagogical Content Knowledge; Preservice Teacher Education; Science Education; Science Teachers; Scientific Concepts; Secondary Education; Taiwan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Chemie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich
Abstract	The goals of secondary preservice science teacher education are to prepare future science teachers with competency in both science content knowledge and science teaching ability. The study reported in this paper investigated the development of pedagogical content knowledge of three preservice chemistry teachers in Taiwan during one year of a practicum course. Qualitative ways of collecting data included semi-structured interviews before and after each teaching experience, classroom observation, and assignment collection. Interview questions addressed subjects' views of chemistry and the topics they taught, ways of transmitting content knowledge to students, and their views on general pedagogy. Results indicate that after experiencing one year of the practicum course preservice chemistry teachers' views of chemistry became simplified but their knowledge of teaching became more complicated and focused more on students' characteristics and learning styles than before. During the year the preservice teachers gained an awareness of the importance of pedagogical content knowledge in improving their future science teaching. Factors influencing preservice chemistry teachers' pedagogical content knowledge development were their preference, reflection ability, and deprived teaching repertoire. Suggestions for science teacher education are discussed. Contains 19 references. (Author/JRH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC