FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER
Journal Title: Problems of Education in the 21st Century - Year 2013, Vol 55, Issue 1
Abstract
In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers´ writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eR´s) were used to document and to describe teachers’ PCK. Analysis of discursive interaction patterns was performed during lessons. Data analysis was based on the components of teacher knowledge as described in the Morine-Dershimer Model. The development of PCK was enhanced during the pre-service teacher education through the experiences of planning and conducting interventions in the classroom and particularly during the reflection-on-action activities. Results after three years of professional experience revealed an improvement in these teachers’ PCK and highlighted the central role of the reflection process and practical experience. From the analysis carried out, it emphasized the need to act in these early years of professional experience through collaborative groups, supporting the reflection process and aiming to contribute more directly to the development of teachers' PCK.
Authors and Affiliations
Gildo Girotto Júnior, Carmen Fernandez
Keywords
Related Articles
- EP ID EP452979
- DOI -
- Views 81
- Downloads 0
SCIENCE, SOCIETY AND CIVILIZATION IN THE HISTORY OF SCIENCE
What about science, society and education in the history? In the 19th century Europe the figure of the scientific engineer is emerging. In Paris the Grandes Écoles were founded, where the most distinguished mathematicia...
USAGE OF CRITICAL THINKING STRATEGIES IN THE CHEMISTRY COURSE FOR A FUTURE DOCTOR
The goal of general chemistry and biochemistry – teach students to use their knowledge about chemical structure of organism and molecular processes. To better understand explanations and to prognosticate processes studen...
FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER
In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after...
EDUCATIONAL STANDPOINTS AND CONSIDERATIONS FOR THE GREEK SOCIALIST’S PLATO DRAKOULIS WORK (1858-1942): THE SCHEMATIZATION OF FEMALE EDUCATION
In the present study, the socialists’ impact upon the educational policy formulation on female education is being studied. The Greek socialist P. Drakoulis’ standpoints are hereby examined as a Case Study. The dynamics o...
PRAGMA-DIALECTICS ON THE BASIS OF STATE EXAMINATION COMPOSITIONS
The present research is based on a study analysing the argumentative skills of Estonian gymnasium students in state examination compositions. The aim of the study is to establish the choices made by students while writin...