Experienced Secondary Science Teachers' Representation of Pedagogical Content Knowledge

Autor/inn/en	Lee, Eunmi; Luft, Julie A.
Titel	Experienced Secondary Science Teachers' Representation of Pedagogical Content Knowledge
Quelle	In: International Journal of Science Education, 30 (2008) 10, S.1343-1363 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Science Teachers; Secondary School Teachers; Pedagogical Content Knowledge; Mentors; Beginning Teachers; Case Studies; Teacher Characteristics; Teacher Attitudes + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Lehrerverhalten
Abstract	Science teacher educators recognise a professional learning continuum for teachers. This has resulted in studies of science teachers at different career stages, with the goal of building an understanding of teacher learning from preparation through practice. While these explorations help build an understanding about teacher learning over time, the work is far from complete. The present study tackles one aspect of teacher knowledge--pedagogical content knowledge (PCK)--from the perspective of the teacher. Specifically, it depicts the PCK of experienced secondary science teachers who are serving as mentors to beginning science teachers. Each teacher ultimately conceptualised PCK as the knowledge for teaching science, and all of the teachers had the following components in their individual models: science, goals, students, curriculum organisation, assessment, teaching, and resources. Each teacher, however, had a personalised representation that directed his or her instructional decisions and actions. While these findings are from a small pool of exceptional teachers, they articulate components that experienced teachers may need to benefit from professional development programmes, along with ways in which these components can interact with practice. A preliminary understanding of the components and their interaction can assist those who plan and implement professional development programmes for science teachers. (Contains 4 tables and 4 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10