To What Extent Are Science Teachers Ready to Teach Sustainable Development? A Case Study for Two Experienced Teachers Pedagogical Content Concerns

2017-05-21
This study aims to examine two in-service middle school teachers’ pedagogical content knowledge (PCK) and pedagogical content concerns (PCC) about sustainable development (SD). Data were collected from semi-structured interviews and they were both deductively and inductively coded and categorized to reach the findings. Findings of the study suggested that teachers had concerns about students’ lack of interest and awareness to SD, teachers’ deficient subject-matter knowledge, lack of school support and high school entrance exam. On the other hand, teachers’ PCK suggested that their orientation was based on increasing students’ awareness to social issues. Teachers did not provide detailed information about SD’s place and activities in program regarding their knowledge of curriculum. Teachers reported that students are not ready to learn SD because of lack of prerequisite knowledge in SD about knowledge of students’ understandings. Teachers adopted student-centered activities like field trip in knowledge of instructional strategies. Likewise, their knowledge of assessment was based on alternative assessment technics as project based assessment. Discussion and implications will be discussed.
ERPA International Congresses on Education (18-21 May 2017)

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Citation Formats
C. Öztekin, “To What Extent Are Science Teachers Ready to Teach Sustainable Development? A Case Study for Two Experienced Teachers Pedagogical Content Concerns,” Budapest, Hungary, 2017, p. 118, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/71971.