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http://dx.doi.org/10.14697/jkase.2008.28.6.592

Research on Characteristics of Teacher Professionalism by the Type of Science Pedagogical Content Knowledge  

Kwak, Young-Sun (Korea Institute for Curriculum and Evaluation)
Publication Information
Journal of The Korean Association For Science Education / v.28, no.6, 2008 , pp. 592-602 More about this Journal
Abstract
The purpose of this research is to explore types of pedagogical content knowledge (PCK, hereafter) for effective science teaching. In this research, we explored three science teachers' PCK on light, who were effective in teaching the topic with particular students. The data analysis consisted of identifying the three teachers' unique PCK and ways to improve each teaching episode through the teacher meetings. These analyses, which consisted of verbal exchanges among the participants, were identified on the basis of our understanding. Using grounded theory methods, the types of science PCK drawn from this research are: (1) teaching through curriculum reconstruction, (2) teaching to help students build their own explanation models about surrounding nature, (3) teaching for learning the social language of science, (4) teaching to motivate students' learning needs based on relevance of science to students, (5) teaching through lowering students' learning demand by providing scaffolding, (6) teaching based on the teacher's understanding of students, (7) teaching through inquiry with argumentation, (8) teaching through reification of abstract science concepts, and (9) teaching none marginalized science. Common features of science teachers with quality PCK and their professionalism in teaching are discussed.
Keywords
Pedagogical Content Knowledge (PCK); teacher education; professional development;
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