Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge

Date

2017-01-01

Author

Kondakçı, Esen
Akın Çelebi, Fatma
Kondakçı, Esen
Aydin-Gunbatar, Sevgi

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

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This study combined two important frameworks-teacher self-regulation and pedagogical content knowledge (PCK)-to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK.

Subject Keywords

Education, Chemistry (miscellaneous)

URI

https://hdl.handle.net/11511/37161

Journal

CHEMISTRY EDUCATION RESEARCH AND PRACTICE

DOI

https://doi.org/10.1039/c6rp00223d

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

E. Kondakçı, F. Akın Çelebi, E. Kondakçı, and S. Aydin-Gunbatar, “Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, pp. 250–270, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/37161.