Developing pre-service science teachers’ pedagogical content knowledge through action research

Halim, Lilia; Meerah, T. Subahan Mohd; Buang, Nor Aishah

doi:10.1016/j.sbspro.2010.12.188

Cited by 14 publications

(8 citation statements)

References 6 publications

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“…Science teacher educators have sought to raise pre-service science teachers' concern about students thinking and to assist them in learning about students through teaching practices, as shown in a number of studies concentrating on preservice teachers' PCK development (Halim, Meerah & Buang, 2010;Heller et al, 2012;Hanuscin, 2013). These researches have demonstrated the effectiveness of several tools in deepening science teachers' knowledge of student difficulties, such as reflection on teaching practice, group discussion or analysis of student conceptual understanding and students' work.…”

Section: Pre-service Science Teachers' Knowledge Of Student Learning mentioning

confidence: 99%

Pre-Service Science Teachers’ PCK: Inconsistency of Pre-Service Teachers’ Predictions and Student Learning Difficulties in Newton’s Third Law

Zhou

Wang

Zhang

2016

EURASIA J MATH SCI T

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Section: Pre-service Science Teachers' Knowledge Of Student Learning mentioning

confidence: 99%

Pre-Service Science Teachers’ PCK: Inconsistency of Pre-Service Teachers’ Predictions and Student Learning Difficulties in Newton’s Third Law

Zhou

Wang

Zhang

2016

EURASIA J MATH SCI T

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“…For prospective teachers, several categories of knowledge like knowledge about pupils, subject matter, educational context, content knowledge, particular pedagogical knowledge, are attained through teacher educational courses (Abell, 2007). Whereas it is problematic for teachers to identify how their content knowledge creates coordination for practices and it is criticized by preservice and in-service teachers that practically pedagogical knowledge is not concerned with the teacher (Halim, M. Meerah, & Buang, 2010). The result of his study shows that pre-service teachers are competent in content knowledge but not in pedagogical knowledge (Halim, M.Meerah, & Bunag, 2010;Pinamang & C, 2017).…”

Section: Discussionmentioning

confidence: 99%

Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

Siddique

Anwer

Lodhi

2018

GRR

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The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers

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“…For prospective teachers, several categories of knowledge like knowledge about pupils, subject matter, educational context, content knowledge, particular pedagogical knowledge, are attained through teacher educational courses (Abell, 2007). Whereas it is problematic for teachers to identify how their content knowledge creates coordination for practices and it is criticized by pre-service and in-service teachers that practically pedagogical knowledge is not concerned with the teacher (Halim, M. Meerah, & Buang, 2010). The result of his study shows that pre-service teachers are competent in content knowledge but not in pedagogical knowledge (Halim, M.Meerah, & Bunag, 2010;Pinamang & C, 2017).…”

Section: Discussionmentioning

confidence: 99%

English Course of Distance Learning Program: A Case Study of Parallel Education System

Haris

Baig

Javed

2017

GRR

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This study was conducted to explore factors influencing the employability of vocational education graduates in Pakistan. Data were collected from 141 teachers. The data were analyzed using factor analysis approach. The principal component analysis method was applied to exploring influencing factors. The following six factors were found influencing the employability of vocational graduates such as education mismatch, market need, relevant experience, job creation, policy and skills training. Based on the findings it is recommended that the vocational training curriculum needs to be updated and students need to be provided practical experiences through field-based learning. There is a need to link the curriculum of the vocational training institutions with industry. There is a need to provide skill-based training rather than theoretical teaching to the students before they enter the job market. Last but not least, demandbased policies need to be made and implemented for promoting skill development of the graduates.

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Developing pre-service science teachers’ pedagogical content knowledge through action research

Cited by 14 publications

References 6 publications

Pre-Service Science Teachers’ PCK: Inconsistency of Pre-Service Teachers’ Predictions and Student Learning Difficulties in Newton’s Third Law

Pre-Service Science Teachers’ PCK: Inconsistency of Pre-Service Teachers’ Predictions and Student Learning Difficulties in Newton’s Third Law

Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

English Course of Distance Learning Program: A Case Study of Parallel Education System

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