Investigating Prospective Primary Teachers' Pedagogical Content Knowledge of "Effect of Human on Environment" Subject in the Process of Teaching Practice

Autor/inn/en	Calik, Muammer; Aytar, Ayse
Titel	Investigating Prospective Primary Teachers' Pedagogical Content Knowledge of "Effect of Human on Environment" Subject in the Process of Teaching Practice
Quelle	In: Educational Sciences: Theory and Practice, 13 (2013) 3, S.1599-1605 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; Preservice Teachers; Elementary School Teachers; Pedagogical Content Knowledge; Elementary School Science; Methods Courses; Preservice Teacher Education; Lesson Plans; Observation; Semi Structured Interviews; Content Analysis; Environmental Education; Grade 5; Case Studies; Scoring Rubrics; Turkey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Lesson planning; Unterrichtsplanung; Beobachtung; Inhaltsanalyse; Umweltbildung; Umwelterziehung; Umweltpädagogik; School year 05; 5. Schuljahr; Schuljahr 05; Case study; Fallstudie; Case Study; Scoring formulas; Auswertungsbogen; Türkei
Abstract	The principal aim of this study is to determine what the extent of the prospective primary teachers' (PPT) pedagogical content knowledge (PCK) is on "effect of human on environment" subject in grade 5 science and technology curriculum before and after "Teaching Practice" course. Within case study research methodology, the study sample consisted of 6 senior PPTs selected from 49 trainees who attended "Teaching Practice-II" course in spring semester of 2009-2010 schooling year in the programme of primary teacher education in Rize University. To collect data, lesson plans, observations, and semi-structured interviews were used. While the data obtained from lesson plans and observations were analyzed by means of rubrics developed, those from semi-structured interviews were analyzed using content analysis. It was found that the PPTs did not have sufficient idea of sub-components of the PCK, especially curriculum knowledge, and knowledge of students' learning difficulties. Nevertheless, it was determined that the PPTs had adequate idea of pedagogical knowledge in context of the PCK. However, it was drawn out that although they had sufficient theoretical knowledge about instructional methods, techniques, strategies, measurement and assessment, they encountered some problems in transferring the theoretical knowledge into practicum. In the light of the results, it is suggested that the PPTs should be given more opportunities for practicing complementary measurement-assessment techniques. Furthermore, it is recommended that the PPTs with their own lesson plans ought to be given more opportunities to transfer their PCK into related subject matter one. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10