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Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology

Published on Mar 4, 2019in International Journal of Science Education 1.32
· DOI :10.1080/09500693.2018.1551642
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University),
Göran Karlsson1
Estimated H-index: 1
(Halmstad University)
Abstract
ABSTRACTDuring the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organising teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to investigate how the use of the reflective tool, content representations (CoRes) in combination with video and associated digital tools might be used as a means for capturing student teachers’ professional knowledge of practice. In the study we explore how a group of 24 secondary science student teachers were provided with Content Representations (CoRe) and video annotations to support their reflection-on-action during their practicum. Video annotations, alongside a written reflection of critical incidents in the stu...
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References39
Newest
Published on Nov 22, 2015in International Journal of Science Education 1.32
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University),
Anna Vikström5
Estimated H-index: 5
(Luleå University of Technology)
One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this article consisted of interviews and video-recorded lessons from the six teachers before the project (P...
16 Citations Source Cite
Published on Jan 1, 2015
Amanda Berry23
Estimated H-index: 23
(Leiden University),
Patricia J. Friedrichsen6
Estimated H-index: 6
(University of Missouri),
John Loughran21
Estimated H-index: 21
Preface Section 1: Introducing PCK: Issues, ideas and development Chapter 1 PCK: Its genesis and exodus, Lee S. Shulman Chapter 2 The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions, Janet Carlson, Laura Stokes & Jenifer Helms, Julie Gess-Newsome & April Gardner Chapter 3 A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit, Julie Gess-Newsome Section 2: Research dev...
44 Citations Source Cite
Published on Oct 2, 2014in Technology, Pedagogy and Education 1.58
Eva-Marie Harlin1
Estimated H-index: 1
(Linköping University)
This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of ‘...
10 Citations Source Cite
Published on Jul 24, 2014in International Journal of Science Education 1.32
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University)
It is a common view that developing teachers’ competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers’ pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their student...
33 Citations Source Cite
Published on May 1, 2014in Instructional Science 1.92
Geraldine Blomberg6
Estimated H-index: 6
(Technische Universität München),
Miriam Gamoran Sherin30
Estimated H-index: 30
(Northwestern University)
+ 2 AuthorsTina Seidel23
Estimated H-index: 23
(Technische Universität München)
There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional approaches might effectively exploit the potential of video in teacher education. In this study we explored the use of two video-based university courses, ...
60 Citations Source Cite
Anne Coffey4
Estimated H-index: 4
(University of Notre Dame Australia)
Teacher education students confront the challenging task of acquiring a unique and complex set of skills during their courses. These skills are acquired through the study of education theory together with practical experience in the classroom. Perhaps one of the most important skills that students quickly need to develop is that of reflective practice. It is only through a critical and detailed analysis of their performance that strengths and weaknesses can be ascertained and addressed. Video ha...
17 Citations Source Cite
Published on Oct 1, 2013in Research in Science Education 1.57
Anne Christine Hume10
Estimated H-index: 10
(University of Waikato),
Amanda Berry23
Estimated H-index: 23
(Leiden University)
This paper reports findings from an ongoing study exploring how the Content Representation (CoRe) design can be used as a tool to help chemistry student teachers begin acquiring the professional knowledge required to become expert chemistry teachers. Phase 2 of the study, reported in this paper, investigated how collaboration with school-based mentors (associate teachers) on teaching practice (practicum) might impact on this process and student teachers’ development of their pedagogical content ...
22 Citations Source Cite
Published on Oct 1, 2013in Journal of Science Teacher Education
Deborah L. Hanuscin14
Estimated H-index: 14
(University of Missouri)
While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and development of PCK for NOS has not yet been investigated in any systematic way. This study addresses that gap by identifying critical incidents in the dev...
30 Citations Source Cite
Published on Nov 10, 2012in Journal of Science Teacher Education
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University),
Jeffrey John Loughran29
Estimated H-index: 29
(Monash University)
This paper explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge (PCK) over the course of a semester’s study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they could use to plan for, and assess, the development of their professional knowledge and practice as beginning science teachers. All participants were prov...
92 Citations Source Cite
Cited By1
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Published on Jan 1, 2019
Alicia C. Alonzo4
Estimated H-index: 4
(Michigan State University),
Amanda Berry23
Estimated H-index: 23
(Monash University),
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University)
This chapter focuses on enacted PCK (ePCK), i.e. the specific knowledge and skills that science teachers use in their practice, as it plays out in specific classroom contexts while teaching particular content to their students. In unpacking this aspect of the Refined Consensus Model (RCM) of PCK, we consider both the nature of ePCK and its interactions with other realms of PCK, primarily personal PCK (pPCK). Recognising the complexity of classroom practice—in terms of both the uniqueness of each...
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