Using Teachers' Inquiry-Oriented Curriculum Materials as a Means to Examine Their Pedagogical Design Capacity and Pedagogical Content Knowledge for Inquiry-Based Learning

Autor/inn/en	Papaevripidou, Marios; Irakleous, Maria; Zacharia, Zacharias C.
Titel	Using Teachers' Inquiry-Oriented Curriculum Materials as a Means to Examine Their Pedagogical Design Capacity and Pedagogical Content Knowledge for Inquiry-Based Learning
Quelle	In: Science Education International, 28 (2017) 4, S.271-292 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Instructional Design; Pedagogical Content Knowledge; Preservice Teachers; Elementary School Teachers; Curriculum Design; Teacher Education Programs; Grounded Theory; Profiles; Teaching Methods; Inquiry; Reflective Teaching; Classification; National Curriculum; Undergraduate Students; Science Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrplangestaltung; Charakterisierung; Profilanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The study aimed at examining preservice elementary teachers' inquiry-oriented curriculum materials in an attempt to unravel their pedagogical design capacity (PDC) and pedagogical content knowledge (PCK) for inquiry-based learning (IBL), after attending a professional development program (PDP) centered around inquiry-based teaching and learning. In so doing, we identified the PCK for IBL dimensions (e.g., integration of inquiry within teachers' curriculum designs and evaluation of student learning) underpinning their curriculum materials and for each dimension, we aimed at finding the characteristics of the teachers' curriculum materials and capturing their PCK and PDC concerning that particular dimension. The participants were 44 preservice elementary school teachers enrolled in a PDP that was organized in four phases. In each phase, the teachers were assigned to a different role, namely, teachers as learners (Phase 1), teachers as thinkers (Phase 2), teachers as curriculum designers (Phase 3), and teachers as reflective practitioners (Phase 4). The data sources involved mainly teachers' curriculum materials that were analyzed with the use of grounded theory methodology and the constant comparative method. The data analysis revealed that the teachers' curriculum materials were developed along five PCK for IBL dimensions. Moreover, a number of characteristics of the teachers' curriculum materials were identified for each one of these dimensions, which in turn were clustered along three levels of increased sophistication and revealed our teachers' PDC per dimension. We also managed to identify three different PCK for IBL profiles. Finally, the findings indicate that, even though our preservice teachers attended our specially designed PDP, they have conceptualized in diverse ways the underlying principles of IBL. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01