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http://dx.doi.org/10.14697/jkase.2013.33.5.1021

The Influences of Coteaching through Mentoring upon Pedagogical Content Knowledge of Beginning Science-Gifted Education Teachers  

Noh, Taehee (Seoul National University)
Yang, Chanho (Seoul National University)
Lee, Jaewon (Seoul National University)
You, Jiyeon (Seoul National University)
Kang, Hunsik (Chuncheon National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.33, no.5, 2013 , pp. 1021-1040 More about this Journal
Abstract
In order to explore the influences of coteaching through mentoring upon the teaching professionalism of beginning science-gifted education teachers, this case study deeply investigated the change processes in the aspects of pedagogical content knowledge (PCK). Two beginning teachers planned, performed and reflected together their science instructions for science-gifted students in secondary school during four 3-hour classes. Since the second instruction, pre-, during-, and post-mentoring were conducted, we collected various data related to teachers' planning processes, videotaped all coteaching science classes, and wrote field notes. We also recorded in-depth interviews with the teachers and the whole process of mentoring. All the data were analyzed by using the constant comparative method. The results of the analyses indicated that coteaching through mentoring positively changed the teachers' PCK. Above all, we found that coteaching and mentoring strategies generated a significant synergy effect through a mutually complementary relationship. The teachers developed deep practical knowledge about the enrichment curriculum, which placed more emphasis on developing cognitive and/or affective characteristics of science-gifted students. The teachers also improved their knowledge about the characteristics of science-gifted students and the instructional strategies appropriate for developing them. Moreover, practical knowledge about assessment domains and methods used in science-gifted education were improved. Knowledge on science content necessary for effective inquiry instruction was also improved.
Keywords
coteaching; mentoring; pedagogical content knowledge; beginning teacher; science-gifted education;
Citations & Related Records
Times Cited By KSCI : 9  (Citation Analysis)
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