Browse > Article
http://dx.doi.org/10.5467/JKESS.2009.30.3.330

An Analysis of Earth Science Teachers' Topic-Specific Pedagogical Content Knowledge: A Case of Pre-service and In-service Teachers  

Lee, Ki-Young (Division of Science Education, Kangwon National University)
Publication Information
Journal of the Korean earth science society / v.30, no.3, 2009 , pp. 330-343 More about this Journal
Abstract
Pedagogical content knowledge (PCK) has been regarded as an indication of science teachers' professionalism. The purpose of this study was to analyze topic-specific PCK of pre-service and in-service science teachers, comparatively. For this purpose, we developed an analytic framework for explicitly documenting science teacher' PCK and applied the framework for analyzing the difference within the same topic and with two different topics. Findings are as follows: (1) With the same topic, there was considerable difference between pre-service and in-service teachers in the components of PCK, not to mention individual difference. (2) In case of two different topics, we did not recognize a tendency of change in PCK, but remarkable differences in PCK were identified between two different topics. This study affirmed the topic specificity of PCK, and discussed a possibility of employing PCK analytic framework and its profile as one of the tools that could be used to develop and assess teachers' professionalism.
Keywords
pedagogical content knowledge; teacher knowledge; science teacher; professionalism; topic-specific;
Citations & Related Records
Times Cited By KSCI : 8  (Citation Analysis)
연도 인용수 순위
1 곽영순, 2008, 과학과 교과교육학 지식 유형별 교사 전문성의 특징 연구. 한국과학교육학회지, 28, 592-602   과학기술학회마을
2 김성재, 김후자, 이경자, 이선옥, 1999, 포커스그룹 연구 방법. 현문사, 175 p
3 Carlsen, W., 1999, Domain of teacher knowledge. In Gess-Newsome, J. and Lederman, N.G. (eds.), Examining pedagogical content knowledge. Kluwer Academic Publisher, Boston, USA, 133-144
4 Van Driel, J.H., Verloop, N., and De Vos, W., 1998, Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673-695   DOI   ScienceOn
5 De Jong, O. and Van Driel, J., 2004, Exploring the development of student teachers' PCK of the multiple meanings of chemistry topics. International Journal of Science and mathematics Education, 2, 477-491   DOI   ScienceOn
6 박성혜, 2003, 교사들의 과학 교과교육학지식과 예측 변인. 한국과학교육학회지, 23, 671-683   과학기술학회마을
7 Park, S. and Oliver, S., 2008, Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284   DOI   ScienceOn
8 Magnusson, S., Krajcik, J. and Borko, R., 1999, Nature, Sources, and Development of PCK. In Gess-Newsome J. and Lederman N.G. (eds.), Exarnining pedagogical content knowledge. Kluwer Academic Publishers, Netherlands, 95-132
9 Shulman, L.S., 1987, Knowledge and teaching: Foundations of the new reform. Havard Educational Review: 57, 1-22
10 Loughran, J., Berry, A., and Mulhall, P., 2006, Understanding and developing science teachers' pedagogical content knowledge. Sense Publishers, Rotterdam, Netherlands, 230 p
11 Kuhn, T., 1962, The structure of scientific revolutions. university of Chicago press, Chicago, USA, 211 p
12 Abell, S.K., 2007, Research on science teacher knowledge. In Abell, S.K. and Lederman, N.G (eds.), Handbook of research on science education. Lawrence Erlbaum Associates Publisher, NJ, USA, 1105-1149
13 임청환, 2003, 초등교사의 과학 교과교육학 지식의 발달이 과학 교수 실제와 교수효능감에 미치는 영향. 한국지구과학회지, 24, 258-272   과학기술학회마을
14 Shulman, L.S., 1986, Those who understand; Knowledge growth in teaching. Educational Researcher, 15, 4-14
15 박철용, 민희정, 백성혜, 2008, 교육실습을 통한 예비 과학교사의 교수내용지식 분석. 한국과학교육학회지, 28, 641-648   과학기술학회마을
16 임청환, 2003a, 과학 교과교육학 지식의 본질과 발달. 한국지구과학회지, 24, 235-249   과학기술학회마을
17 Marks, R., 1990, Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41, 3-11   DOI
18 Grossman, P.L., 1990, The making of a teacher: Teacher knowledge and teacher education. Teachers College Press, NY, USA, 185 p
19 Gess-Newsome, J., 1999, Pedagogical content knowledge: An introduction and orientation. In Gess-Newsome, J. and Lederman, N.G. (eds.), Examining pedagogical content knowledge. Kluwer Academic Publisher, Boston, USA, 3-17
20 곽영순, 2006, 중등 과학교사들이 말하는 교과교육학지식의 의미와 교직 전문성 제고 방안. 한국과학교육학회지, 26, 527-536   과학기술학회마을
21 Van Driel, J.H., Beijaard, D., and Verloop, N., 2001, Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38, 137-158   DOI   ScienceOn
22 조희형, 고영자, 2008, 과학 교사 교수내용지식(PCK)의 재구성과 적용 방법. 한국과학교육학회지, 28, 618-632   과학기술학회마을
23 Loughran, J., Mulhall, P., and Berry, A., 2004, In search of pedagogical content knowledge in science: Developing ways of articulationg and documenting professional practice. Journal of Research in Science Teaching, 41, 370-391   DOI   ScienceOn
24 Barnett, J. and Hodosn, D., 2001, Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85, 426-453   DOI   ScienceOn
25 Cochran, K.F., DeRuiter, J.A., and King, R.A., 1993, Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272   DOI   ScienceOn
26 박성혜, 2006, 중등과학교사들의 교수법 및 자기효능감과 태도에 따른 교과교육학지식. 한국과학교육학회지, 26, 122-131
27 Lederman, N.G., Gess-Newsome, J., and Latz, M.S., 1994, The nature and development of pre-service science teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129-146   DOI   ScienceOn
28 이기영, 안희수, 2005, 중등학교 과학 수행평가의 평가 유형과 채점 방식 및 신뢰도 분석. 한국과학교육학회지, 25, 173-183   과학기술학회마을