Investigating the Development of Preservice Teachers' Pedagogical Content Knowledge.

Autor/inn/en	Van Driel, Jan H.; De Jong, Onno
Titel	Investigating the Development of Preservice Teachers' Pedagogical Content Knowledge.
Quelle	(2001), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Chemistry; Foreign Countries; High Schools; Higher Education; Models; Pedagogical Content Knowledge; Preservice Teacher Education; Preservice Teachers; Science Instruction; Science Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Chemie; Ausland; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this study, the development of pedagogical content knowledge (PCK) was explored within a group of 12 preservice teachers of chemistry (all M.Sc.) during their 1-year post-graduate teacher education program. The topic in this study concerned a central issue in science teaching, viz., the use of scientific models and modeling activities. A multiple-method approach was chosen. The collection of data involved (1) written responses to questionnaires and assignments; (2) audio recordings of workshop sessions; and (3) reflective reports, written by every individual preservice teacher. Results indicated a growth in preservice teachers' knowledge of students' difficulties in understanding models. Large differences were observed, however, between the preservice teachers with respect to their knowledge of teaching activities aimed at promoting students' understanding of models and modeling. The observed growth of PCK appeared to be influenced mostly by teaching experiences and by the workshops at the teacher education institute. In particular, the final workshop session during which the reflective reports of the individual teachers were discussed, had a major impact. (Contains 38 references.) (PVD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01