Development of pre-service teachers' pedagogical content knowledge and the factors affecting that development: a longitudinal study

2022-09-01
Can, Hatice Belge
Boz, Yezdan
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
123
views
0
downloads
The purpose of this longitudinal study was to explore the development of pre-service chemistry teachers' pedagogical content knowledge regarding the effect of temperature on reaction rate topic as they took pedagogical content knowledge courses throughout the teacher education program. Pre-service teachers' pedagogical content knowledge was examined under five components: Orientations toward science teaching, Knowledge of curriculum, Knowledge of instructional strategies, Knowledge of learners, and Knowledge of assessment. Two pre-service chemistry teachers participated in the study. Data were collected through a vignette and semi-structured interviews over two years. Analysis of data revealed that both participants' pedagogical content knowledge components showed development. However, there was an uneven development of components of pedagogical content knowledge. Moreover, the degree and pattern of development were different for some components of pedagogical content knowledge for each participant. The present study has some implications for teacher educators and teacher education programs.
https://hdl.handle.net/11511/100286
CHEMISTRY EDUCATION RESEARCH AND PRACTICE
Department of Mathematics and Science Education, Article

Suggestions

Development of pre-service teachers' pedagogical content knowledge through a PCK-based school experience course
Ekiz Kıran, Betül; Boz, Yezdan; Öztay, Elif Selcan (2021-04-01)
The purpose of this study was to improve the pedagogical content knowledge (PCK) of pre-service chemistry teachers using a school experience course enriched with PCK development tools such as CoRe as a lesson planning form, observations of mentor teachers' teaching by using an observation form prepared based on PCK components, discussion sessions on these observations, and reflections on their teaching. Some valuable results of the study indicated that pre-service teachers' science teaching orientations did...
Development of pre-service chemistry teachers' pedagogical content knowledge for nature of science : an intervention study
Demirdöğen, Betül; Kondakçı, Esen; Köseoğlu, Fitnat; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to delve into the complexities of development of preservice chemistry teachers’ science teaching orientation, knowledge of learner, knowledge of instructional strategies, and knowledge of assessment during Pedagogical Content Knowledge (PCK) for Nature of Science (NOS) instruction. Thirty pre-service chemistry teachers enrolled Research in Science Education course participated to the study. Case study, one of the qualitative research methods, was used as research design. PCK fo...
Examination of interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry
Kutucu, Elif Selcan; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2016)
The purpose of this study was to examine the interaction between pre-service chemistry teachers’ pedagogical content knowledge (PCK) and content knowledge (CK) while teaching electrochemistry. Two pre-service chemistry teachers enrolled in practice teaching course in chemistry education program. All PCK components were studied in the current study to examine participants’ PCK. In order to get detailed information and understand deeply the interaction between CK and PCK, qualitative methodology was used and ...
Development of Preservice Science Teachers' Pedagogical Content Knowledge for Science, Technology, Engineering and Mathematics in the context of Lesson Study
Güler Nalbantoğlu, Fulden; Çakıroğlu, Jale; Yılmaz Tüzün, Özgül; Department of Elementary Education (2023-2)
The purpose of the present study was to investigate the development of preservice science teachers’ pedagogical content knowledge for science, technology, engineering, and mathematics (STEM) education in the context of lesson study. The lesson study was integrated into the Practice Teaching in Science course, and there were four lesson study cycles throughout the study. Each lesson study cycle consisted of planning, teaching, reflecting, re-teaching, and re-reflecting phases. The design of the study was a m...
Interaction between experienced chemistry teachers' science teaching orientations and other components of pedagogical content knowledge in mixtures
Ekiz Kıran, Betül; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2016)
The purpose of this study was twofold: The first one was to investigate all components of experienced chemistry teachers’ pedagogical content knowledge (PCK) which are science teaching orientations (STO), knowledge of learner, knowledge of curriculum, knowledge of instructional strategy and knowledge of assessment, and the second one was to examine the interactions between their science teaching orientations and the other components of PCK. Two experienced chemistry teachers participated in the study and th...
Citation Formats
H. B. Can and Y. Boz, “Development of pre-service teachers’ pedagogical content knowledge and the factors affecting that development: a longitudinal study,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, vol. 23, no. 4, pp. 980–997, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/100286.
METU IIS - Integrated Information Service open@metu.edu.tr