Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge

Autor/inn/en	Beyer, Carrie J.; Davis, Elizabeth A.
Titel	Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge
Quelle	In: Science Education, 96 (2012) 1, S.130-157 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20466
Schlagwörter	Educational Strategies; Science Tests; Teaching Methods; Preservice Teacher Education; Teacher Characteristics; Educational Change; Science Teachers; Science Curriculum; Preservice Teachers; Pedagogical Content Knowledge; Lesson Plans; Elementary School Curriculum; Curriculum Development; Instructional Development; Instructional Material Evaluation; Teaching Skills; Teacher Competency Testing; Achievement Gains; Pretests Posttests; Reflective Teaching; Knowledge Level + Suchen Sie Ihr Suchwort? Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lesson planning; Unterrichtsplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Achievement gain; Leistungssteigerung; Wissensbasis
Abstract	Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study investigated a criterion-based approach to lesson plan analysis as one way to help preservice elementary teachers develop and use their PCK to plan instruction for students. Results show that the preservice teachers demonstrated a range of strengths and weaknesses in applying their knowledge of science assessment, science curriculum materials, and instructional strategies for teaching science. This range was influenced, in part, by the presence of alternative ideas about science teaching, the extent to which the original curriculum materials aligned with reform-based standards and practices, and the presence of prompts to use criteria in their analyses. Despite these factors, preservice teachers' PCK improved significantly over time when they had multiple opportunities to practice applying the same criterion in their analyses. Insights into science teacher knowledge and implications for science teacher education are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10