The Development of Thai Pre-Service Chemistry Teachers' Pedagogical Content Knowledge: From a Methods Course to Field Experience

Autor/inn/en	Faikhamta, Chatree; Coll, Richard K.; Roadrangka, Vantipa
Titel	The Development of Thai Pre-Service Chemistry Teachers' Pedagogical Content Knowledge: From a Methods Course to Field Experience
Quelle	In: Journal of Science and Mathematics Education in Southeast Asia, 32 (2009) 1, S.18-35 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0126-7663
Schlagwörter	Methods Courses; Teacher Education Curriculum; Scientific Principles; Field Experience Programs; Chemistry; Data Analysis; Pedagogical Content Knowledge; Case Studies; Knowledge Base for Teaching; Observation; Interviews; Lesson Plans; Preservice Teachers; Preservice Teacher Education; Student Teaching; Science Teachers; Science Instruction; Constructivism (Learning); Thailand + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Praxisnahes Lernen; Chemie; Auswertung; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Teaching theory; Theory of teaching; Unterrichtstheorie; Beobachtung; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This study investigated the journey of four Thai pre-service chemistry teachers as they sought to develop their Pedagogical Content Knowledge (PCK) throughout a PCK-based chemistry methods course and field experience. In an interpretive case study approach we drew upon classroom observations, semi-structured interviews, chemistry content knowledge surveys, beliefs surveys and documents as data sources. Data analysis was inductive involving categorical aggregation, followed by a search for correspondence and patterns. The findings indicate that at the beginning of the PCK-based chemistry methods course, the pre-service chemistry teachers had a limited background and restricted educational foundation experiences. Through the methods course, they developed their PCK and broadened their views about the nature of science, and learner-centred views of teaching and learning. During their field experiences, they were able to incorporate their methods course learning into their lesson planning appropriately but they faced some difficulties in enacting their PCK in teaching. (As Provided).
Anmerkungen	Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM). Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia. Tel: +011-60-4-658-3266; Fax: +011-60-4-657-2541; e-mail: director@recsam.edu.my; Web site: http://www.recsam.edu.my
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10