From Teaching Physics to Teaching Children: Beginning Teachers Learning from Pupils

Autor/inn/en	Findlay, Morag; Bryce, Tom G. K.
Titel	From Teaching Physics to Teaching Children: Beginning Teachers Learning from Pupils
Quelle	In: International Journal of Science Education, 34 (2012) 17, S.2727-2750 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.728012
Schlagwörter	Physics; Science Instruction; Knowledge Base for Teaching; Energy; Graduate Study; Foreign Countries; Beginning Teachers; Student Teachers; Semi Structured Interviews; Pedagogical Content Knowledge; Longitudinal Studies; Science Teachers; Teacher Education Programs; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Energie; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland; Junior teacher; Junglehrer; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pädagogische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Großbritannien
Abstract	This article discusses the development of beginning physics teachers' pedagogical content knowledge (PCK) in the context of teaching basic electricity during a one-year Professional Graduate Diploma in Education (PGDE) course and beyond. This longitudinal study used repeated semi-structured interviews over a period of four-and-a-half years. The interview schedule followed a line of development through the secondary school electrical syllabus in Scotland. Fifteen student teachers were interviewed during the PGDE year. Six of them were followed up at the end of the Induction Year (their first year as newly qualified teachers) and again two-and-a-half years later. Thematic analysis of the interviews showed that before the beginning teachers had taught any classes, their initial focus was on how to transform their own subject matter knowledge (SMK) about electricity into forms that were accessible to pupils. As the beginning teachers gained experience working with classes, they gave vivid descriptions of interacting with particular pupils when teaching electricity, which showed the development of their PCK. This played a significant role in the teachers' change of focus from teaching physics to teaching children as they transformed their SMK into forms that were accessible to pupils and developed their own general pedagogical knowledge. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10