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http://dx.doi.org/10.14697/jkase.2008.28.6.641

An Analysis of Pre-service Science Teachers' Pedagogical Content Knowledge through the Student-Teacher Practice  

Park, Chul-Yong (Korea National University of Education)
Min, Hee-Jung (Korea National University of Education)
Paik, Sung-Hye (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.28, no.6, 2008 , pp. 641-648 More about this Journal
Abstract
The purpose of this study is to analyze pre-service science teachers' pedagogical content knowledge. For this study, two senior education students were selected. The data of this study were collected through interviews, CoRe questionnaire, and classroom observation recordings during the period of student-teacher practice. Data were analyzed using the constant comparative method. The results indicated that the two pre-service science teachers had low level pedagogical content knowledge. Two pre-service science teachers' knowledges of science curriculum were different from each other. Orientations toward teaching science shifted to undesirable direction after the experience of a student-teacher's practice-teaching. Their subject matter knowledges were imperfect. They also had low levels of knowledge of students' understanding.
Keywords
pedagogical content knowledge; pre-service science teacher; knowledge of science curriculum; orientations toward teaching science; subject matter knowledge; knowledge of students' understanding;
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