The nature and development of interaction among components of pedagogical content knowledge in practicum

Date

2015-02-01

Author

Aydın, Sevgi
Demirdogen, Betul
Akın Çelebi, Fatma
Kondakçı, Esen
Tarkin, Aysegul

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

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This secondary analysis study focused on how interactions among preservice teachers' pedagogical content knowledge (PCK) components developed throughout a 14-week CoRe-based mentoringenriched practicum course, and the nature of those interactions. Data were collected from three preservice teachers, information-rich cases, by the use of content representation (CoRe) and semi-structured interviews. Content analysis and the constant comparative method were employed in the data analysis. Results revealed that the development of integrations was idiosyncratic. Additionally, PCK integration moved from fragmented to a more integrated and coherent one by the end of the semester. Implications for science teacher education and research are discussed.

Subject Keywords

Pedagogical content knowledge, Interaction among PCK components, Science teacher education, Qualitative research

URI

https://hdl.handle.net/11511/47306

Journal

TEACHING AND TEACHER EDUCATION

DOI

https://doi.org/10.1016/j.tate.2014.10.008

Collections

Department of Turkish Language, Article

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Citation Formats

S. Aydın, B. Demirdogen, F. Akın Çelebi, E. Kondakçı, and A. Tarkin, “The nature and development of interaction among components of pedagogical content knowledge in practicum,” TEACHING AND TEACHER EDUCATION, pp. 37–50, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47306.