PCK in Action: Examining One Chemistry Teacher's Practice through the Lens of Her Orientation toward Science Teaching

Autor/inn/en	Boesdorfer, Sarah; Lorsbach, Anthony
Titel	PCK in Action: Examining One Chemistry Teacher's Practice through the Lens of Her Orientation toward Science Teaching
Quelle	In: International Journal of Science Education, 36 (2014) 13, S.2111-2132 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.909959
Schlagwörter	Pedagogical Content Knowledge; Teaching Methods; Science Instruction; Science Teachers; Case Studies; High Schools; Secondary School Science; Observation; Documentation; Teacher Attitudes; Beliefs; Knowledge Base for Teaching; Chemistry; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; High school; Oberschule; Beobachtung; Dokumentation; Lehrerverhalten; Belief; Glaube; Teaching theory; Theory of teaching; Unterrichtstheorie; Chemie
Abstract	A teacher's orientation toward science teaching has been proposed as very influential to a teacher's pedagogical content knowledge (PCK) and teaching practice. Experienced teachers' orientation toward science teaching and its connections to their practice has not been well explored. Focusing on a unit about the periodic table, this study provides a case study using a respected, experienced high-school chemistry teacher's orientation toward science teaching to make sense of her observed teaching practice. Aspects of her practice, which aligned and misaligned with current recommendations for science teaching, were explored. Using observations, interviews, and class documents, the study concluded that the teacher's orientation toward science teaching was an appropriate way of understanding her teaching practice. While also being shown to be a useful tool for researchers, this case provides an example how a teacher's orientation toward science teaching could help in the development of professional development, specifically professional development for the recently released "Next Generation Science Standards." (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