scholarly journals FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER

2013 ◽  
Vol 55 (1) ◽  
pp. 57-73
Author(s):  
Gildo Girotto Júnior ◽  
Carmen Fernandez
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
School Environment ◽  
Early Career ◽  
Early Years ◽  
Professional Experience ◽  
Interaction Patterns ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Reflection Process

In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers´ writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eR´s) were used to document and to describe teachers’ PCK. Analysis of discursive interaction patterns was performed during lessons. Data analysis was based on the components of teacher knowledge as described in the Morine-Dershimer Model. The development of PCK was enhanced during the pre-service teacher education through the experiences of planning and conducting interventions in the classroom and particularly during the reflection-on-action activities. Results after three years of professional experience revealed an improvement in these teachers’ PCK and highlighted the central role of the reflection process and practical experience. From the analysis carried out, it emphasized the need to act in these early years of professional experience through collaborative groups, supporting the reflection process and aiming to contribute more directly to the development of teachers' PCK. Key words: pedagogical content knowledge, teacher's knowledge, teacher’s professional development.

Using the lens of pedagogical content knowledge for teaching the nature of science to portray novice chemistry teachers' transforming NOS in early years of teaching profession

2016 ◽  
Vol 17 (4) ◽  
pp. 1067-1080 ◽  
Author(s):  
Surayot Supprakob ◽  
Chatree Faikhamta ◽  
Potjanart Suwanruji
Keyword(s):  
Teacher Preparation ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Teaching Profession ◽  
Early Years ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Content Knowledge For Teaching

Pedagogical content knowledge for teaching the nature of science (PCK for NOS) has attracted interest in recent decades. This study investigated the PCK for NOS of six novice chemistry teachers with various educational backgrounds. An interpretive case study was performed. Multiple data sources including classroom observations, field notes, semi-structured interviews, and teachers' artifacts were collected. The inductive process used to analyze data involved categorical aggregation, followed by a search for patterns and themes. The findings revealed that all participants had limited PCK for NOS in terms of all of its components. They had robust chemistry knowledge and expressed adequate views of a few aspects of NOS. The teachers focused only on the chemistry content and rarely taught or reflected NOS in their real practices. The findings indicate that the teachers did not reflect or teach NOS, which might have resulted from inadequacies in their teacher preparation courses, which did not greatly emphasize teaching NOS. The results of this research indicate that science educators and professional developers should use PCK for NOS not only as a lens to shed light on teachers' teaching of NOS but also as a framework to revisit the teaching of NOS in science teacher preparation courses.

scholarly journals Analyze of Chemistry Teacher Profiles Using Technological Pedagogical Content Knowledge (TPACK) Framework

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Base Material ◽  
Teaching Experience ◽  
Acid Base ◽  
Learning Methods ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Qualitative Descriptive

This study aims to analyze the profile of technological pedagogical and content knowledge (TPACK) chemistry teachers at one of the schools in Jakarta. The criteria for the teachers analyzed are professional teachers who have been certified and have more than 20 years of teaching experience. The method used in this study is a qualitative descriptive research method. The data sources were collected through the TPACK questionnaire referring to the Schmid instrument (2009), lesson plan analysis, observation of the learning process, and interviews. The results show that chemistry teachers can apply learning methods that vary each meeting according to the characteristics of acid-base material. The teacher also utilizes technology information & communication (ICT) based learning media to simplify and clarify material delivery. It can be concluded that teachers have pedagogical content knowledge (PCK) and technological content knowledge (TCK). The use of ICT media such as interactive power points, videos and mobile phones to support selected learning methods, shows that teachers are also competent in technological pedagogical knowledge (TPK). The results of the study concluded that the teacher had integrated all TPACK components into acid-base learning.

scholarly journals Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Feng Deng ◽  
Ching Sing Chai ◽  
Hyo-Jeong So ◽  
Yangyi Qian ◽  
Lingling Chen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Epistemological Beliefs ◽  
Discriminant Validity ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Convergent And Discriminant Validity ◽  
Survey Measure

While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological beliefs about chemistry. The participants were 280 Chinese preservice chemistry teachers enrolled in a university in China. Both exploratory and confirmatory factory analyses were performed on the TPACK survey measure to help to establish validity, including considerations for convergent and discriminant validity. This was followed by the invariance test to examine factorial validity as related to gender. To establish the predictive validity of TPACK, the relationships among teachers’ epistemological beliefs, TPACK, and their capacity for planning technology-integrated lessons were also examined. Overall, the results showed that all four types of validity looked at in this study (i.e., convergent, discriminant, factorial, and predictive) were satisfactorily established. Implications for TPACK research and teacher education are also discussed.

scholarly journals Estratégias formativas: um elemento potencializador para ressignificação da prática docente Formation strategies: a potentiation element for resignification the teaching practice

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Vera Lucia Merlini ◽  
Aparecido Dos Santos ◽  
Sandra Maria Pinto Magina
Keyword(s):  
Public School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Qualitative Change ◽  
Sao Paulo ◽  
Early Years ◽  
São Paulo ◽  
Pedagogical Content

Identificar ressignificação e transformação da prática docente de professoras participantes de uma formação. Apoiado nas ideias teóricas de: Nacarato e Santos referente aos processos formativos com viés colaborativo; Schön, Zeichner e Pimenta no que tange à reflexão sobre a prática docente; Vergnaud no que concerne às Estruturas Multiplicativas e Magina, Santos e Merlini às categorias de base do Campo Conceitual Multiplicativo. Os dados foram coletados no âmbito de uma formação continuada com um grupo de 14 professoras dos anos iniciais, numa escola pública da cidade de São Paulo. As análises permitem sustentar uma mudança qualitativa nas práticas dessas professoras, nas dimensões: gestão da sala de aula de Matemática; conhecimento didático e pedagógico do conteúdo e ressignificação do currículo.Identify reinterpretation and transformation of teaching practice of participants of training teachers. Data were collected as part of a continuing training with a group of 14 teachers of early years, a public school in São Paulo. The analyzes allow sustain a qualitative change in the practices of these teachers, dimensions: management of mathematics classroom; didactic and pedagogical content knowledge and reframing the curriculum.

Development and Nature of Preservice Chemistry Teachers’ Pedagogical Content Knowledge for Nature of Science

2015 ◽  
Vol 46 (4) ◽  
pp. 575-612 ◽  
Author(s):  
Betül Demirdöğen ◽  
Deborah L. Hanuscin ◽  
Esen Uzuntiryaki-Kondakci ◽  
Fitnat Köseoğlu
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Chemistry Teachers ◽  
Pedagogical Content
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