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http://dx.doi.org/10.5012/jkcs.2015.59.6.520

The Influence of Practice Teaching Utilizing Content Representation on the Development of Student Teachers’ Pedagogical Content Knowledge  

Jeong, Yoojeong (Department of Chemistry Education, Korea National University of Education)
Lee, Kyunghee (Kongju National University)
Choi, Byungsoon (Department of Chemistry Education, Korea National University of Education)
Publication Information
Journal of the Korean Chemical Society / v.59, no.6, 2015 , pp. 520-532 More about this Journal
Abstract
The purposes of this study were to examine what kinds of educational activities were carried out during the practice teaching based on CoRe and to identify the role of CoRe and its influence on the development of expertise of student teachers. This study was performed as qualitative case study. The subjects of this study were one practice supervisor teacher and two student teachers. Data were collected through recording CoRe discussion process, student teachers' instructional scene, and semi-constructed interview, and analyzed by an inductive method. Student teachers noticed their own misconceptions, and clarified the concepts based on CoRe during the discussion with supervisor teacher. They also supplemented their lack of knowledge and made up new strategies through the process of sharing their ideas. During the discussion, the supervisor teacher conveyed his teaching experience based on his own orientations toward science teaching. In this course, CoRe plays roles as follows. Firstly, CoRe played a role as guiding supervisor teacher's coaching process. Secondly, CoRe helped for the supervisor teacher to recognize their own PCK. Thirdly, CoRe served as a tool of helping their communication. In turn CoRe proved to be a useful frame for teaching student teachers during practice teaching. Student teachers were provided with a useful framework for preparing lessons by developing CoRe for the topic they teach. Developing CoRe with supervisor teacher at the planning stage of lessons enhenced student-teachers' subject matter knowledge and their PCK including knowledge of science curricula and knowledge of student's understanding of science. Also student teachers understood the components of PCK and experienced the positive understanding toward students, teaching activities, and themselves as a science teacher.
Keywords
CoRe; PCK; Student teacher; Practice teaching;
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