Teachers' Reflections on Their Subject Matter Knowledge Structures and Their Influence on Classroom Practice

Autor/inn/en	Bartos, Stephen A.; Lederman, Norman G.; Lederman, Judith S.
Titel	Teachers' Reflections on Their Subject Matter Knowledge Structures and Their Influence on Classroom Practice
Quelle	In: School Science and Mathematics, 114 (2014) 3, S.125-138 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12058
Schlagwörter	Pedagogical Content Knowledge; Science Teachers; Physics; Knowledge Base for Teaching; Experienced Teachers; Reflection; Teaching Methods; Classroom Techniques; Comparative Analysis; Control Groups; Experimental Groups; Science Instruction + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not necessarily translated into classroom practice, for either novice or more experienced classroom teachers. A means to facilitate the translation of teachers' SMKSs into practice would ensure that those desired characteristics of experts' subject matter knowledge manifest themselves in teachers' classroom practice. Four experienced physics teachers diagrammed their SMKSs, which were then compared to those inferred from their classroom practice. Prior to instruction, two teachers, as part of the explicit-reflective treatment, were asked to reflect at multiple time points on congruence between their SMKSs and classroom practice focusing on the presence of essential concepts, interconnections, and overarching thematic elements. No discernible difference was apparent between control and treatment groups, as teachers from both groups showed a high-degree of congruence between inferred and diagrammed SMKSs. Results further substantiate the challenges in identifying a means for both developing and facilitating the enactment of coherent, connected, and dynamic SMKSs or, in effect, accelerating teachers' pedagogical content knowledge. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10