Development of pre-service teachers' pedagogical content knowledge through a PCK-based school experience course

2021-04-01
Ekiz Kıran, Betül
Boz, Yezdan
Öztay, Elif Selcan
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 not change during the study. However, all participants' knowledge of learners and knowledge of instructional strategies improved by the end of the study. Knowledge of curriculum and knowledge of assessment are the components of PCK in which some pre-service teachers showed no improvement.
CHEMISTRY EDUCATION RESEARCH AND PRACTICE

Suggestions

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 ...
The nature and development of interaction among components of pedagogical content knowledge in practicum
Aydın, Sevgi; Demirdogen, Betul; Akın Çelebi, Fatma; Kondakçı, Esen; Tarkin, Aysegul (2015-02-01)
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 t...
Development of pre-service science teachers’ nature of science views and nature of science instructional planning within a contextualized expilicit reflective approach
Bilican, Kader; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Education (2014)
The main focus of the study was to explore pre-service science teachers’ understanding of NOS and translation of this understanding into their instructional planning for teaching NOS within the contextualized explicit reflective NOS based approach. The study, first investigated pre-service science teachers’ development of NOS views as a result of explicit reflective NOS instruction in the context of HOS based science method course, which was designed to improve pre-service science teachers’ both NOS views a...
Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science
Demirdogen, Betul; Hanuscin, Deborah L.; Kondakçı, Esen; Koseoglu, Fitnat (2016-08-01)
The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data ...
Citation Formats
B. Ekiz Kıran, Y. Boz, and E. S. Öztay, “Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, pp. 415–430, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/90364.