An Experienced Chemistry Teacher's Practical Knowledge of Teaching with Practical Work: The PCK Perspective

Autor/inn/en	Wei, Bing; Liu, Hao
Titel	An Experienced Chemistry Teacher's Practical Knowledge of Teaching with Practical Work: The PCK Perspective
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 2, S.452-462 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00254h
Schlagwörter	Chemistry; Science Teachers; Pedagogical Content Knowledge; Teacher Competencies; Foreign Countries; Science Instruction; Interviews; Observation; Textbooks; Lesson Plans; Teacher Attitudes; Teaching Styles; Context Effect; Secondary School Science; Qualitative Research; Case Studies; China + Suchen Sie Ihr Suchwort? Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lehrkunst; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Beobachtung; Textbook; Text book; Schulbuch; Lehrbuch; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Lehrstil; Unterrichtsstil; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), "Nature, sources, and development of pedagogical content knowledge for science teaching," in Gess-Newsome J. and Lederman N. G. (ed.), "Examining pedagogical content knowledge: the construct and its implications for science education," Boston: Kluwer, pp. 95-132, we focused on how the participant's teaching orientations and relevant contextual factors shaped his practical knowledge of teaching with practical work. Data from multiple sources were collected and analysed over one semester (four months), including interviews, direct classroom observation, textbooks and lesson plans. Three conclusions were drawn from this study: (1) the participant held multidimensional and mixed science teaching orientations, (2) the participant's science teaching orientations shaped his knowledge and beliefs about students' learning and the instructional strategies related to practical work, and (3) contextual factors exerted great influence on his PCK. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01