Exploring Challenges of Assessing Pre-Service Science Teachers' Pedagogical Content Knowledge (PCK)

Autor/inn/en	Aydeniz, Mehmet; Kirbulut, Zubeyde Demet
Titel	Exploring Challenges of Assessing Pre-Service Science Teachers' Pedagogical Content Knowledge (PCK)
Quelle	In: Asia-Pacific Journal of Teacher Education, 42 (2014) 2, S.147-166 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.890696
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Chemistry; Science Teachers; Foreign Countries; Secondary School Teachers; Praxis; Educational Strategies; Student Development; Measurement Techniques; Qualitative Research; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Lehrstrategie; Messtechnik; Qualitative Forschung; Türkei
Abstract	The purpose of this paper is to report on the challenges we faced in designing an instrument aimed at measuring pre-service science teachers' topic-specific pedagogical content knowledge (PCK). After the instrument was conceptualised and developed, it was administered to 30 pre-service chemistry teachers. The findings suggest that the instrument can be used as a teaching tool to enhance pre-service science teachers' topic-specific PCK along with some limitations. The discussion focuses on the implications of the aforementioned PCK assessment tool for enhancing pre-service science teachers' topic-specific PCK and the challenges associated with measuring and enhancing pre-service science teachers' PCK. Finally, our discussion focuses on the ways in which science-teacher educators can engage in transforming the concept of PCK and its use for research and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10