Developing Pre-Service Teachers' Fieldwork Pedagogical and Content Knowledge through Designing Enquiry-Based Fieldwork

Autor/in	Kim, Minsung
Titel	Developing Pre-Service Teachers' Fieldwork Pedagogical and Content Knowledge through Designing Enquiry-Based Fieldwork
Quelle	In: Journal of Geography in Higher Education, 46 (2022) 1, S.61-79 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1849065
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Field Experience Programs; Pedagogical Content Knowledge; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Pädagogische Kompetenz; Ausland; Korea; Republik
Abstract	Fieldwork is a signature pedagogy in geography with widely understood and diverse benefits. Yet relatively little research exists on how to prepare pre-service geography teachers to become effective fieldwork practitioners and educators. This study developed and examined the pedagogical benefits of a fieldwork education module aimed at promoting student teachers' fieldwork pedagogical and content knowledge (FPACK) by equipping them to design their own enquiry-based geographical fieldwork tasks. Twenty-one South Korean student teachers participated in this research, in which they completed the module, a pre- and post-test FPACK test developed for the study, and a reflective journal. Participants' scores on the FPACK test instrument showed a statistically significant increase, and thematic content analysis of the reflective journals confirmed these findings. The results indicate that the FPACK development module helped to cultivate pre-service teachers' expertise in understanding and designing enquiry-based fieldwork. This article represents an initial attempt to define FPACK and demonstrate the pedagogical effects of the fieldwork education module in pre-service teacher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01