Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

Autor/inn/en	Mavhunga, Elizabeth; Rollnick, Marissa
Titel	Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study
Quelle	In: Research in Science Education, 46 (2016) 6, S.831-855 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-015-9483-9
Schlagwörter	Foreign Countries; Science Teachers; Preservice Teachers; Student Teacher Attitudes; Scientific Attitudes; Beliefs; Pedagogical Content Knowledge; Case Studies; Science Education; Intervention; Student Centered Learning; Chemistry; Scientific Concepts; Attitude Measures; Pretests Posttests; Data Collection; Attitude Change; Concept Teaching; Qualitative Research; South Africa + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Naturwissenschaftliche Bildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Chemie; Data capture; Datensammlung; Attitudinal change; Einstellungsänderung; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01