LESSON STUDY AS A PROCESS FOR DEVELOPING THE PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE PHYSICS AND CHEMISTRY TEACHERS

This research aimed to understand what physics and chemistry pre-service teachers learn within pedagogical content knowledge in a lesson study with the topic speed of sound, 8th grade. Participants were three pre-service teachers. This was a qualitative and interpretative study. Data were collected from participant observation, individual interviews and individual written reflections. Results showed that the participants developed their pedagogical content knowledge, when they identified the students’ prior knowledge and when they discussed strategies to help students overcome their difficulties. Keywords: initial teacher education, lesson study, pre-service teachers, professional development, science education.

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Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound

Acta Scientiae ◽

10.17648/acta.scientiae.5315 ◽

2020 ◽

Vol 22 (2) ◽

pp. 29-47

Author(s):

Teresa Conceição ◽

Mónica Baptista ◽

João Pedro Da Ponte

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Speed Of Sound ◽

Lesson Study ◽

Participant Observation ◽

Video Recording ◽

Education Programme ◽

Initial Teacher Education ◽

Cooperating Teacher ◽

Pedagogical Content

The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.

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Anvendelsesforpligtet grundforskning på læreruddannelsen

Studier i læreruddannelse og -profession ◽

10.7146/lup.v3i1.97952 ◽

2018 ◽

Vol 3 (1) ◽

pp. 120

Author(s):

Bo Nielson

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Lesson Study ◽

Pedagogical Knowledge ◽

The West ◽

Pedagogical Content ◽

Knowledge Based ◽

The Subject ◽

Study Case ◽

Teachers Professional Development

Siden 2013 har læreruddannelsen fået pligt til at bedrive forskning og udvikling (FoU) som en del af kerneopgaven. Denne opgave er blevet implementeret på meget forskellige måder på landets læreruddannelser. I denne artikel argumenterer jeg for, at FoU skal balancere et ideal om transformation af praksis gennem udfordringsbasering og løsningsorientering, samtidig med at der skal ydes et substantielt bidrag til forskningsfeltet. FoU skal ligeledes balancere et ideal om praksisnærhed og medinddragelse samtidig med et ønske om generaliserbarhed og skalering. Artiklen afsluttes med en introduktion til interventionsforskningen som et konstruktivt bud på en ramme og struktur, der kan rumme ovenstående fordringer. To be able to differentiate between approaches to teachers’ professional development, Cochran-Smith and Lytle have developed three conceptions of the relationships between teachers’ knowledge and their practice. One of these, Knowledge-of-practice, is the basis for this article, as we use Lesson studies to exemplify the potentials of approaches within this conceptualization. In Japan, Lesson studies are used in all subjects, whereas in the West the approach predominantly is used in Mathematics and with a focus on pedagogical content knowledge. Based on a lesson study case in the subject of Danish, we argue that approaches as lesson study provide teachers the possibility to research and solve teaching problems with a focus simultaneously on pedagogical knowledge and pedagogical content knowledge.

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Læreres kompetenceudvikling - ud fra knowledge-of-practice

Studier i læreruddannelse og -profession ◽

10.7146/lup.v3i1.27714 ◽

2018 ◽

Vol 3 (1) ◽

pp. 73

Author(s):

Hanne Møller

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Lesson Study ◽

Pedagogical Knowledge ◽

The West ◽

Pedagogical Content ◽

Knowledge Based ◽

The Subject ◽

Study Case ◽

Teachers Professional Development

ResumeFor at kunne skelne mellem tiltag til lærerudvikling har Cochran-Smith og Lytle udviklet tre grundforståelser af forholdet mellem læreres viden og deres praksis. En af disse, Knowledge-of-practice, er udgangspunkt for artiklen, idet vi med Lektionsstudier eksemplificerer potentialerne ved at benytte tiltag inden for denne grundforståelse. I Japan benyttes lektionsstudier i alle fag, mens tiltaget i Vesten overvejende bruges i matematikfaget og med et fagdidaktisk fokus. Ud fra en case om lektionsstudier i danskfaget argumenterer vi for, at tiltag som lektionsstudier giver lærere mulighed for at udforske og løse problemstillinger i deres undervisningspraksis fra et samtidigt alment og fagdidaktisk perspektiv. AbstractTo be able to differentiate between approaches to teachers’ professional development, Cochran-Smith and Lytle have developed three conceptions of the relationships between teachers’ knowledge and their practice. One of these, Knowledge-of-practice, is the basis for this article, as we use Lesson studies to exemplify the potentials of approaches within this conceptualization. In Japan, Lesson studies are used in all subjects, whereas in the West the approach predominantly is used in Mathematics and with a focus on pedagogical content knowledge. Based on a lesson study case in the subject of Danish, we argue that approaches as lesson study provide teachers the possibility to research and solve teaching problems with a focus simultaneously on pedagogical knowledge and pedagogical content knowledge.

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PEDAGOGICAL CONTENT KNOWLEDGE DEPELOPMENT OF SCIENCE PROSPECTIVE TEACHERS IN PROFESSIONAL PRACTICE PROGRAM

Unnes Science Education Journal ◽

10.15294/usej.v7i2.23291 ◽

2018 ◽

Vol 7 (2) ◽

Author(s):

Diana Rochintaniawati ◽

Ari Widodo ◽

Riandi Riandi ◽

Lina Herlina

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Professional Practice ◽

Prospective Teachers ◽

Junior High School ◽

Lesson Study ◽

Study Data ◽

External Factors ◽

Internal Factors ◽

Pedagogical Content

The study of “Pedagogical Content Knowledge Development of Science Prospective Teachers in Professional Practice Program” was conducted in one junior high school located in Bandung. The purpose of the study was to analyze the level and pattern of science prospective teachers’ PCK development as measured by CoRe. The study involved students who enrolled professionals practice program. Mixed methods, quantitative and qualitative research was utilized as a method in the study. Data collected by the coding and scoring of the CoRe instruments were analyzed quantitatively; and data gained from observation, documentation, and interviews were analyzed qualitatively. The results showed that the PCK of prospective teachers are in the maturing PCK (level 3) and growing PCK (level 2). There are two patterns of PCK development showed by prospective teachers i.e. rising and fluctuative. The prospective teachers who are in the mature PCK show the pattern of rising, whereas prospective teachers who are in the growing PCK show fluctuative pattern. The study reveals that external and internal factors influenced the development of PCK. The pattern of guidance, lesson study activities, and intensity guidance are external factors that influenced the pattern of prospective students’ PCK development. Psychological effect that exists between teachers and students, the motivation of self to expand the horizons of knowledge, communication skills, and teaching experiences are the internal factors that influenced the development of prospective teacher PCK. The study suggests that the development of prospective teachers PCK in the program can be improved when supervisor and prospective teachers put consideration to those internal and external factors that influence the development of PCK.

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