Looking at the Mirror: A Self-Study of Science Teacher Educators' PCK for Teaching Teachers

Autor/inn/en	Demirdögen, Betül; Aydin, Sevgi; Tarkin, Aysegül
Titel	Looking at the Mirror: A Self-Study of Science Teacher Educators' PCK for Teaching Teachers
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 2, S.189-205 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Science Teachers; Pedagogical Content Knowledge; Science Instruction; Teacher Educators; Practicums; Preservice Teacher Education; Self Evaluation (Individuals); Qualitative Research; Journal Writing; Mentors; Reflection; Observation; Meetings; Vignettes; Microteaching; Teacher Competencies; Knowledge Base for Teaching; Secondary School Science; Foreign Countries; Coding; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Qualitative Forschung; Zeitschriftenaufsatz; Beobachtung; Meeting; Tagung; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Codierung; Programmierung; Türkei
Abstract	In this self-study, we aimed to delve into how re-designing and teaching re-designed practicum course offered to pre-service teachers (PTs) enriched our, as science teacher educators, development of pedagogical content knowledge (PCK) for teaching science teachers. This self-study was conducted during a compulsory practicum course in which we served as teaching assistants (TAs). The qualitative data collected through journal entries written by the help of mentoring experience, Content Representation (CoRe), reflection papers, formal observations of PTs' teaching practices and microteaching each week, formal and informal meetings with PTs. The results were presented through vignettes that included an emphasis on a critical examination of our prior practices, the changes made in the practicum, and the difficulties that PTs faced. This self-study was valuable for us regarding the development of our PCK and building interplay among all PCK components. In light of the experience we gained, implications for science teacher education and research were provided. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01