Teaching for Understanding: The Complex Nature of Pedagogical Content Knowledge in Pre-Service Education

Autor/in	Nilsson, Pernilla
Titel	Teaching for Understanding: The Complex Nature of Pedagogical Content Knowledge in Pre-Service Education
Quelle	In: International Journal of Science Education, 30 (2008) 10, S.1281-1299 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Pedagogical Content Knowledge; Preservice Teacher Education; Student Teachers; Physics; Science Instruction; Knowledge Base for Teaching; Teaching Experience; Elementary School Science; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Schweden
Abstract	This paper explores the development of student-teachers' pedagogical content knowledge (PCK) during pre-service education. Four student-teachers in mathematics and science participated in a project teaching physics to students aged 9-11 years once a week over a 12-month period. One-third of the lessons were videotaped and the student-teachers were later interviewed using the videotape for stimulated recall. Participants reflected on their classroom practice based on their conceptual understanding of physics. This empirical study emphasises the role of teaching experience and reflection in science teacher education as a way of better understanding the complex entities that constitute a knowledge base for teaching. The paper draws attention to the value of student-teachers participating in experiences that might contribute to the development of their PCK and supports a view of PCK development as a process of transformation. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10