On-Site Pedagogical Content Knowledge Development

Autor/inn/en	Chan, Kennedy Kam Ho; Yung, Benny Hin Wai
Titel	On-Site Pedagogical Content Knowledge Development
Quelle	In: International Journal of Science Education, 37 (2015) 8, S.1246-1278 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1033777
Schlagwörter	Pedagogical Content Knowledge; Teaching Methods; Semi Structured Interviews; Recall (Psychology); Experienced Teachers; Observation; Cognitive Processes; Models; Faculty Development; Science Instruction; Biology; Secondary School Teachers; Science Teachers; Foreign Countries; Vignettes; Genetics; Hong Kong + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung; Beobachtung; Cognitive process; Kognitiver Prozess; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Humangenetik; Hongkong
Abstract	Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to "invent" new instructional strategies/representations "on the spot" during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers' subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers' on-site PCK development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01