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http://dx.doi.org/10.14697/jkase.2009.29.1.54

Two Case Studies of the Development of Beginning Science Teachers' Pedagogical Content Knowledge  

Ko, Mi-Re (Pusan National University)
Nam, Jeong-Hee (Pusan National University)
Lim, Jai-Hang (Pusan National University)
Publication Information
Journal of The Korean Association For Science Education / v.29, no.1, 2009 , pp. 54-67 More about this Journal
Abstract
This study dealt with two case studies of the development of beginning science teachers' pedagogical content knowledge (PCK). This study was grounded on the idea that teacher thinking and classroom behavior are related to each other in a reciprocal way. Teachers' PCK influences teaching practices, while in a reverse way teaching activities influence teachers' practical knowledge. Two beginning science teachers participated in this study. Data collection consisted of classroom observation, interviews, reflective journals and lesson plans. For data analysis, we conceptualize pedagogical content knowledge for science teaching as consisting of four components: (a) knowledge about science matter, (b) knowledge about students' understanding of science topics, (c) knowledge about instructional strategies for teaching science, (d) knowledge about assessment in science. The outcomes of this study revealed that there was a large gap between beginning science teachers' intentions for teaching science and their practice. To give beginning teachers more opportunities to incorporate their knowledge base for teaching, we propose that they need to be involved in a real teaching situation at schools rather than in the university.
Keywords
case study; beginning science teacher; pedagogical content knowledge;
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Times Cited By KSCI : 7  (Citation Analysis)
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