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Making PCK Explicit — Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).ORCID-id: 0000-0001-5283-7038
Department of Arts, Communication and Education, Luleå University of Technology, Luleå, Sweden.
2015 (engelsk)Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 37, nr 17, s. 2836-2857Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of the present study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this paper consisted of interviews and video recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test) allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers’ professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time. © 2015 Taylor & Francis 

sted, utgiver, år, opplag, sider
Abingdon: Routledge, 2015. Vol. 37, nr 17, s. 2836-2857
Emneord [en]
Learning study; PCK; Pedagogical content knowledge; Teacher knowledge
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Identifikatorer
URN: urn:nbn:se:hh:diva-27343DOI: 10.1080/09500693.2015.1106614ISI: 000365671000004Scopus ID: 2-s2.0-84948712442OAI: oai:DiVA.org:hh-27343DiVA, id: diva2:774423
Tilgjengelig fra: 2014-12-22 Laget: 2014-12-22 Sist oppdatert: 2018-03-22bibliografisk kontrollert

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