Providing a Set of Research-Based Practices to Support Preservice Teachers' Long-Term Professional Development as Learners of Science Teaching

Date

2013-11-01

Author

Aydın, Sevgi
Demirdogen, Betul
Tarkin, Aysegul
Kutucu, Selcan
EKİZ, Betul
Akın Çelebi, Fatma
TÜYSÜZ, Mustafa
Kondakçı, Esen

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

280
views

0
downloads

The purpose of this research was twofold. The first was to investigate the development of preservice teachers' knowledge base for science teaching on the rate of reaction topic within the 14-week content representation (CoRe)-based mentoring-enriched practicum course. In this course, CoRe design was used as a form of lesson planning and intensive educative mentoring was provided by teaching assistants. The second purpose was to identify which aspects of the practicum course contributed to preservice teachers' development. Three preservice chemistry teachers voluntarily participated in the study. Qualitative data sources included CoRe, semistructured interviews, and reflection papers. Both inductive and deductive analyses were applied by triangulating findings from multiple data sources. Results revealed that at the end of the practicum, participants were able to successfully link content with teaching to promote student learning. Their pedagogical content knowledge (PCK) developed with its all components coherently integrated with each other. They also started to view the PCK construct as professional pedagogical knowledge. Educative mentoring with the use of an explicit and shared PCK language supported by CoRes, teaching experiences, and the observation of peers were reported as the most valuable aspects in stimulating teacher development. Implications for teachers' professional growth and research are discussed. (C) 2013 Wiley Periodicals, Inc. Sci Ed 97:903-935, 2013

Subject Keywords

Pedagogical content knowledge, Reform, Education, Models

URI

https://hdl.handle.net/11511/33322

Journal

SCIENCE EDUCATION

DOI

https://doi.org/10.1002/sce.21080

Collections

Department of Turkish Language, Article

Suggestions

OpenMETU
Core

EFFECTIVENESS OF A DATA-BASED DECISION-MAKING PROFESSIONAL LEARNING COMMUNITY FOR PHYSICAL EDUCATION TEACHERS AND ITS IMPACT ON STUDENTS’ KNOWLEDGE AND PHYSICAL ACTIVITY LEVEL Sarıkaya, Serap; İnce, Mustafa Levent; Department of Physical Education and Sports (2023-3-23) The purpose of this study was two-fold; (1) to design a data-based decision-making professional development (DBDM-PD) program for secondary school physical education teachers and (2) to examine the effects of this program on teachers' data use and instructional practices and their students’ learning. The study includes a needs analysis on the designing of this program in the form of the professional learning community (PLC), its implementation with a theoretical framework behind the design, and an evaluatio...
A comparison of professional qualities of two groups of prospective English teachers Ortaköylüoğlu, Hale(Küçükavşar); Enginarlar, Hüsnü; Department of English Language Teaching (2004) The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant Izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology c...
Examination of chemistry teachers' topic - specific nature of pedagogical content knowledge in electrochemistry and radioactivity / Aydın, Sevgi; Boz, Yezdan; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2012) The purpose of this study was to examine topic-specific nature of pedagogical content knowledge (PCK). Two experienced chemistry teachers’ PCK was examined in electrochemistry and radioactivity. To capture participants’ PCK, all PCK components were studied. To get deep and rich answers to research questions asked, qualitative methodology was used. Participants were selected through purposeful sampling. Data were gathered through card-sorting activity, Content Representation (CoRe), semi-structured interview...
Students’ intuitively-based (mis)conceptions in probability and teachers’ awareness of them: the case of heuristics Erbaş, Ayhan Kürşat; Ocal, Mehmet Fatih (2022-01-01) The purpose of this study was twofold. First, to explore middle and high school students’ intuitively-based (mis)conceptions in probability, particularly availability and representativeness heuristics. Second, to investigate teachers’ awareness of these intuitively-based (mis)conceptions and the effectiveness of their instructional practices to support students’ understanding of probability beyond heuristics. The participants were two middle school mathematics teachers, three high school mathematics teacher...
A Meta-Synthesis Study Identifying the Landscapes of Pre- and In-service Math Teachers' Knowledge in the Turkish Context GULMEZ-DAG, Gulcin; Yıldırım, Ali (2016-01-01) This study aims to present a synthesis of empirical studies conducted in Turkey on pre- and in-service math teachers' knowledge and to recapitulate the existing conceptualization in this particular line of research in the local context. Considering the interwoven and sophisticated nature of teachers' knowledge (Seidel & Shavelson, 2007), it sets out to enhance the understanding on what constitutes and should constitute these math teachers' knowledge by discovering the frequently studied research strands in ...

Citation Formats

S. Aydın et al., “Providing a Set of Research-Based Practices to Support Preservice Teachers’ Long-Term Professional Development as Learners of Science Teaching,” SCIENCE EDUCATION, pp. 903–935, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/33322.