Developing Pedagogical Content Knowledge in Preservice Science Teachers through Microteaching Lesson Study

Kartal, Tezcan; Öztürk, Nurhan; Ekici, Gülay

doi:10.1016/j.sbspro.2012.05.560

Cited by 21 publications

(17 citation statements)

References 7 publications

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“…This was shown in different phases: planning phase when pre-service teachers used students' prior knowledge to develop instructional strategies on the topic; in the post-lesson reflection phase when they connected the instructional strategies and the nature of the topic with students' difficulties. These results are consistent with those obtained by Kartal, Ozturk and Ekici (2012) in a microteaching lesson study and by Akerson et al (2017) in other teacher education model. In these two studies, pre-service teachers also made relevant suggestions to help students learn a science topic.…”

Section: Discussionsupporting

confidence: 92%

“…More investigations on Lesson Study of the pre-service teachers' PCK in science are required. Kartal, Ozturk and Ekici (2012) investigated a microteaching Lesson Study during the initial teacher education and found that the pre-service teachers improved their PCK on the topic of energy and temperature, which is known to be challenging for teachers and students. This study assessed PCK based on the pre-service teachers' strategies to help students to minimize their difficulties and misconceptions about the topic.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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

2020

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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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Section: Discussionsupporting

confidence: 92%

Section: Theoretical Backgroundmentioning

confidence: 99%

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

2020

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“…Science teacher has to gain knowledge of learners' sience, curriculum, teaching strategy and assessment in order to do the transformation of science knowledge for enhanching the ability of their PCK. Shulman (1986, in Kartal et al, 2012) stated that PCK is intersectional between content knowledge and pedagogical knowldege. Shing et al (2015) pointed out that PCK is a blending of pedagogy and subject content knowledge.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Content Knowledge Depelopment of Science Prospective Teachers in Professional Practice Program

Rochintaniawati

Widodo²,

Riandi³

et al. 2018

Unnes Sci Edu J

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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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“…This strategy is an apprenticeship so that prospective teachers can learn and discuss directly through the exchange of information and ideas. Kartal, Ozturk, and Ekici (2012) have almost the same views. PCK can be taught by microteaching lesson study.…”

Section: The Analysis Of Pedagogical Content Knowledge Introductionmentioning

confidence: 73%

The Analysis of Pedagogical Content Knowledge (Pck) Substance in Pre-Service Science Teachers' Skills to Analyze Essential Material of Science

Purnomo

Hidayati

2018

J. pena sains

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<p><em>Skills to analyze essential material are compulsory for pre-service science teachers, especially by the substance of PCK (elements for the professionalism of science teachers). Therefore, this study aimed at describing the ability of pre-service science teachers in analyzing the essential material of science regarding PCK substance, namely organizing science material. This observational research used a rubric to record quantitative data and research note for qualitative data. The data then analyzed descriptively. As a result, the competence of pre-service science teachers in analyzing the essential material of science is good enough. However, there are only some shortcomings related to the use of propositions in the concept mapping, the connection between concept domain, and extracting learning indicators that can suffice basic of competence.</em></p>

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Developing Pedagogical Content Knowledge in Preservice Science Teachers through Microteaching Lesson Study

Cited by 21 publications

References 7 publications

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

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

Pedagogical Content Knowledge Depelopment of Science Prospective Teachers in Professional Practice Program

The Analysis of Pedagogical Content Knowledge (Pck) Substance in Pre-Service Science Teachers' Skills to Analyze Essential Material of Science

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