A Meta-Synthesis Research on Knowledge of Pre-And In-Service Science Teachers in Turkey

Autor/in	Kasapoglu, Koray
Titel	A Meta-Synthesis Research on Knowledge of Pre-And In-Service Science Teachers in Turkey
Quelle	In: Journal of Turkish Science Education, 18 (2021) 4, S.732-747 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kasapoglu, Koray)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	Meta Analysis; Preservice Teachers; Science Teachers; Pedagogical Content Knowledge; Foreign Countries; Technological Literacy; Masters Theses; Doctoral Dissertations; Research Reports; Journal Articles; Databases; Science Instruction; Knowledge Base for Teaching; Turkey + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Ausland; Technisches Wissen; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Research report; Forschungsbericht; Journal article; Zeitschriftenaufsatz; Datenbank; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Türkei
Abstract	This research aims to analyses qualitative/mixed studies done between 2015 and 2019 on the knowledge of pre- and in-service science teachers in Turkey. For this meta-synthesis research, 10 Master's and 10 PhD theses, which are available in the archives of Higher Education Council National Thesis Centre, and two full-text articles published in the journals indexed in Google Scholar provided the data. In this research, the contents of these theses and articles are analyzed and synthesized in depth. Results revealed mixed method was mostly used in the studies selected, participants of the studies were mostly pre-service science teachers, the studies especially put more focus on the "technological pedagogical content knowledge" of the pre- and in-service science teachers, and the studies discussed mostly the knowledge levels of pre- and in-service science teachers. The findings of this meta-synthesis call for future qualitative studies which examine the growth of in-service science teachers' "technological pedagogical content knowledge" in particular as well as the level and development of other types of knowledge ("curriculum knowledge", "knowledge of learners and their characteristics", "knowledge of educational contexts", "knowledge of educational ends, purposes, and values and their philosophical and historical grounds", "technological knowledge", "technological content knowledge", and "technological pedagogical knowledge") of pre- and in-service science teachers. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01