Secondary Science Teachers' Subject Matter Knowledge Development across the First 5 Years

Autor/inn/en	Nixon, Ryan S.; Hill, Kathleen M.; Luft, Julie A.
Titel	Secondary Science Teachers' Subject Matter Knowledge Development across the First 5 Years
Quelle	In: Journal of Science Teacher Education, 28 (2017) 7, S.574-589 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2017.1388086
Schlagwörter	Secondary School Science; Secondary School Teachers; Science Instruction; Science Teachers; Pedagogical Content Knowledge; Knowledge Base for Teaching; Beginning Teachers; Concept Mapping; Teaching Experience; Experiential Learning; Longitudinal Studies; Interviews + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Junior teacher; Junglehrer; Concept Map; Experiental learning; Erfahrungsorientiertes Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik
Abstract	Although studies repeatedly show both the importance of teachers' science subject matter knowledge (SMK) and the fact that teachers have limited SMK, there are few opportunities for teachers to formally enhance their understanding of science after entering the classroom. Therefore, there is significant need for teachers to develop their SMK through classroom experience. In this longitudinal study, we explore the development of new secondary science teachers' SMK by analyzing concept maps constructed in their 1st year of teaching and in their 5th year of teaching. We present a scoring system that reliably accounts for both the quality of connections and knowledge structure. Based on the findings presented, we conclude that these new chemistry teachers' SMK did not change significantly from their 1st year of teaching to their 5th year of teaching. Implications for teacher educators and future research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01