Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

Mavhunga, Elizabeth; Rollnick, Marissa

doi:10.1007/s11165-015-9483-9

Cited by 20 publications

(11 citation statements)

References 26 publications

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“…In addition, PCK development is assumed to be filtered and amplified by teachers' beliefs about teaching and learning science (Carlson et al, 2019). For instance, Mavhunga and Rollnick (2016) reported that changes in pre‐service chemistry teachers' beliefs are associated with PCK: a shift toward student‐centered beliefs mostly corresponds with a gain in PCK.…”

Section: Introductionmentioning

confidence: 99%

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

et al. 2022

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This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed.

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Section: Introductionmentioning

confidence: 99%

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

et al. 2022

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“…We would say that the reflection-action tandem is refractory against progress towards critical social consciousness. This obstacle is closer to Marina's beliefs than to her knowledge, which as verified by Mavhunga and Rollnick (2016); these beliefs do not seem to necessarily follow the development path of the topic-specific PCK (TSPCK).…”

Section: Research Question 2: Social Organizationmentioning

confidence: 76%

The Long Road to Shared PCK: a Science Teacher’s Personal Journey

2021

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Teachers’ development can be seen as a dialog between their reflective thinking and their actions, with an added gradient of complexity from their social interactions. All of these elements are conjugated within their classroom practice, with their Pedagogical Content Knowledge (PCK) as theoretical background. This paper analyzes the case of a secondary education science teacher’s development over different periods, with a focus on classroom atmosphere, social organization and problem-based interactions, the influence of the topic being taught, and the teacher’s participation in an Action-Research group. The sources of information included the teacher’s diaries, questionnaires, interviews, ethnographic records, and extracts from videotaped sessions of her lessons. The data analysis for the areas of reflection and of action was approached with methodological plurality. Although these two fields of study (reflection and action) share essential aspects, they presented subtle differences, with reflection being more fully developed than action in the classroom, and the contribution of the Action-Research group to the teacher’s development was important, but less so than her professional command of the content. Two underlying obstacles deeply rooted in the teacher’s thinking and actions impregnate her classroom interactions: classroom competitiveness, and the use of excessively rigid activities.

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“…Those works attest the value of looking to the class not as a single event but as an interconnected and chained sequence of events, and each of them with a correlation between teachers' orientations and discursive interactions. In the case presented here, the orientations and the interactive discourse were deeply related when the unit of analysis was each moment of the class, and, despite the discourse never reaching a dialogic approach, as in the work of Mavhunga & Rollnick (2016), some movement could be perceived. It also interconnects the findings of researchers that have found a correlation between the phenomena and those who do not, as it brings light to the different flow that occurs.…”

Section: Contentmentioning

confidence: 87%

Different Orientations to Teaching Science and its Relation to the Discursive Interactions

Gastaldo¹,

Castro

Homem-de-Mello

et al. 2018

Acta Sci.

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One of the most important models for the Pedagogical Content Knowledge (PCK), proposed by Magnusson and collaborators, has the "Orientation to Teaching Science" (OTS) on the top of the model. Such model has recently received several critiques due to its lack of empirical corroboration. To solve those issues, Wongsopawiro developed a new approach to them. This paper aims to explore the correlation between these two ways to classify the OTS and its relation to the Discursive Interaction. Through a mixed model approach, a case study was developed with a chemistry preservice teacher who had his class recorded and coded. The correlation between the codes was verified and showed that Wongsopawiro's and Magnusson's orientations possess strong interconnections. Finally, it was possible to establish a relation between Discursive interaction and Goals & Intended Strategies, being the Interactive/Authoritative Approach present above all others.

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Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

Cited by 20 publications

References 26 publications

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

The Long Road to Shared PCK: a Science Teacher’s Personal Journey

Different Orientations to Teaching Science and its Relation to the Discursive Interactions

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