Exploring the Emotions in Pedagogical Content Knowledge about the Electric Field

Autor/inn/en	Melo, Lina; Cañada, Florentina; Mellado, Vicente
Titel	Exploring the Emotions in Pedagogical Content Knowledge about the Electric Field
Quelle	In: International Journal of Science Education, 39 (2017) 8, S.1025-1044 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melo, Lina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1313467
Schlagwörter	Physics; Pedagogical Content Knowledge; Science Instruction; Teaching Methods; Science Teachers; Teacher Attitudes; Course Content; Foreign Countries; Secondary School Teachers; Questionnaires; Semi Structured Interviews; Content Analysis; Energy; Teacher Student Relationship; Statistical Analysis; Emotional Response; Colombia + Suchen Sie Ihr Suchwort? Physik; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Kursprogramm; Ausland; Fragebogen; Inhaltsanalyse; Energie; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse; Emotionales Verhalten; Kolumbien
Abstract	The objective of this study was to characterise the changes in the Pedagogical Content Knowledge (PCK) about electric fields of two Colombian physics teachers (Isabel and Alejandro) at the high school level (pupils of ages 17-19), the emotions and their relationship with PCK. The research was conducted during two consecutive years, before and after their participation in a project of innovation on teaching electric fields. The method proposed corresponds to the descriptive type of case study. The PCK-related categories were grouped into two basic tendencies--traditional teacher-centred (TT) and pupil-centred or innovative tendency (TC)--plus an intermediate tendency (TI). The results indicated that, for Isabel, the PCK components that show the greatest progression over time are curricular knowledge and teaching strategies, evolving from a teacher-centred PCK to another which does not have a defined tendency. Alejandro, whose starting point was a PCK corresponding to an intermediate tendency in curricular knowledge, was less willing to change, especially with regard to his knowledge about teaching strategies. Finally, the causes of both the positive and the negative emotions are mostly related to the curricular knowledge and the content being taught. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01