Exploring the Development of Novice Unqualified Graduate Teachers' Topic-Specific PCK in Teaching the Particulate Nature of Matter in South Africa's Classrooms

Autor/inn/en	Pitjeng-Mosabala, Phihlo; Rollnick, Marissa
Titel	Exploring the Development of Novice Unqualified Graduate Teachers' Topic-Specific PCK in Teaching the Particulate Nature of Matter in South Africa's Classrooms
Quelle	In: International Journal of Science Education, 40 (2018) 7, S.742-770 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1446569
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Beginning Teachers; Graduate Study; Science Education; Science Teachers; Scientific Concepts; Faculty Development; Pretests Posttests; Observation; Video Technology; Interviews; Case Studies; Mixed Methods Research; Scores; Achievement Gains; South Africa + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Junior teacher; Junglehrer; Aufbaustudium; Graduiertenstudium; Hauptstudium; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Beobachtung; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Achievement gain; Leistungssteigerung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigates the development of Topic-Specific Pedagogical Content Knowledge (TSPCK) of 14 novice uncertified graduate science teachers during a Professional Development Intervention (PDI) on teaching particulate nature of matter. TSPCK was defined in terms of five knowledge components: learner prior knowledge, curricular saliency, representations, what is difficult to teach and conceptual teaching strategies. Data sources consisted of validated pre- and post-TSPCK and content knowledge (CK) tests, teacher-constructed Content Representations (CoRes) before and after teaching and, for four teachers, video-recorded lessons, and field notes together with teacher interviews. The purpose of this study was to investigate how the teachers develop TSPCK through the process. The results provide an insight into how initial construction of CoRes enabled the entire group to start thinking about how to teach the topic. For the four case-study teachers, evidence of TSPCK development was observed in their teaching. These teachers showed greater improvement in TSPCK and CK than those who taught only the prerequisite concepts of the topic. The findings show that it is possible for uncertified teachers to develop PCK in the practice context with appropriate PDI. Some improvement in PCK was also observed for the larger group who taught only prerequisite concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01