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

Published on Mar 4, 2019in International Journal of Science Education1.25
· DOI :10.1080/09500693.2018.1551642
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University),
Göran Karlsson1
Estimated H-index: 1
(Halmstad University)
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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#1Amanda Berry (LEI: Leiden University)H-Index: 23
#2Patricia J. Friedrichsen (MU: University of Missouri)H-Index: 6
Last.John LoughranH-Index: 21
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#1Geraldine Blomberg (TUM: Technische Universität München)H-Index: 6
#2Miriam Gamoran Sherin (NU: Northwestern University)H-Index: 30
Last.Tina Seidel (TUM: Technische Universität München)H-Index: 23
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