ICT Student Teachers' Pedagogical Content Knowledge: A Case Study

Autor/in	Yilmaz, Nuray Parlak
Titel	ICT Student Teachers' Pedagogical Content Knowledge: A Case Study
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 1, S.133-152 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.1217a
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Qualitative Research; Student Teachers; Video Technology; Lesson Plans; Reflection; Content Analysis; Concept Formation; Knowledge Level; Misconceptions; Definitions; Teacher Competencies; Information Literacy; Technology Uses in Education; Foreign Countries; Case Studies; Turkey + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Qualitative Forschung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lesson planning; Unterrichtsplanung; Inhaltsanalyse; Concept learning; Begriffsbildung; Wissensbasis; Missverständnis; Begriffsbestimmung; Lehrkunst; Informationskompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Case study; Fallstudie; Case Study; Türkei
Abstract	This study aimed to identify the difficulties that information technology student teachers have in teaching concepts. This qualitative study was carried out with 12 student teachers. The student teachers were fourth-year students enrolled in the Special Teaching Methods II course in the spring semester of the 2010-2011 academic year. The research data were obtained from three types of data resources: lesson videos, lesson plans and reflection reports written by student teachers. The lesson videos, lesson plans and reflection reports were subjected to a descriptive analysis process. In the study, it was determined that some student teachers could not distinguish concept knowledge, had misconceptions and difficulty determining conceptual features and used incomplete or incorrect concept definitions. Moreover, the student teachers did not use examples and analogies effectively during teaching. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01