Development of PCK for Novice and Experienced University Physics Instructors: A Case Study

Autor/inn/en	Jang, Syh-Jong; Tsai, Meng-Fang; Chen, Ho-Yuan
Titel	Development of PCK for Novice and Experienced University Physics Instructors: A Case Study
Quelle	In: Teaching in Higher Education, 18 (2013) 1, S.27-39 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2012.678329
Schlagwörter	Foreign Countries; Case Studies; Pedagogical Content Knowledge; Student Attitudes; College Students; Comparative Analysis; Physics; Science Teachers; Science Instruction; Workshops; Tests; Interviews; Statistical Significance; Student Evaluation of Teacher Performance; Teaching Styles; Questionnaires; Feedback (Response); College Faculty; Teaching (Occupation); Statistical Analysis; Reflection; Mixed Methods Research; Measures (Individuals); Likert Scales; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Schülerverhalten; Collegestudent; Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernwerkstatt; Schulung; Examination; Prüfung; Examen; Interviewing; Interviewtechnik; Lehrstil; Unterrichtsstil; Fragebogen; Fakultät; Teaching; Lehrberuf; Statistische Analyse; Messdaten; Likert-Skala
Abstract	The current study assessed and compared university students' perceptions' of a novice and an experienced physics instructor's Pedagogical Content Knowledge (PCK). Two college physics instructors and 116 students voluntarily participated in this study. The research model comprised three workshops, mid-term and final evaluations and instructor interviews. The results showed that each instructor's PCK performance in four categories was slightly improved, though the difference was not statistically significant and only the category of Instructional Representation and Strategies (IRS) was found to be statistically different by students' evaluations of their instructor's PCK. The experienced instructor emphasized life examples and experiments, whereas, the novice instructor emphasized explanations and quizzes. Furthermore, the PCK questionnaire provided university instructors with adequate information so the instructors could receive students' feedback as available sources to reflect on their teaching to improve their quality of teaching. Research implications of this study are provided along with suggestions for future research. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10