The nature and development of interaction among components of pedagogical content knowledge in practicum

被引：39
|
作者：
Aydin, Sevgi [1 ]
Demirdogen, Betul [2 ]
Akin, Fatma Nur [3 ]
Uzuntiryaki-Kondakci, Esen [3 ]
Tarkin, Aysegul [1 ]
机构：
[1] Yuzuncu Yil Univ, Coll Educ, SSME Dept, TR-65080 Van, Turkey
[2] Bulent Ecevit Univ, Eregli Coll Educ, Dept Sci Educ, SSME, TR-67300 Zonguldak, Turkey
[3] Middle E Tech Univ, Coll Educ, SSME, TR-05800 Ankara, Turkey
来源：
TEACHING AND TEACHER EDUCATION | 2015年 / 46卷
关键词：
Pedagogical content knowledge; Interaction among PCK components; Science teacher education; Qualitative research; PROFESSIONAL-DEVELOPMENT; PCK COMPONENTS; TEACHERS PCK; SCIENCE; INTEGRATION; REFORM; ROLES;
D O I：
10.1016/j.tate.2014.10.008
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This secondary analysis study focused on how interactions among preservice teachers' pedagogical content knowledge (PCK) components developed throughout a 14-week CoRe-based mentoringenriched practicum course, and the nature of those interactions. Data were collected from three preservice teachers, information-rich cases, by the use of content representation (CoRe) and semi-structured interviews. Content analysis and the constant comparative method were employed in the data analysis. Results revealed that the development of integrations was idiosyncratic. Additionally, PCK integration moved from fragmented to a more integrated and coherent one by the end of the semester. Implications for science teacher education and research are discussed. (C) 2014 Elsevier Ltd. All rights reserved.
引用
收藏
页码：37 / 50
页数：14
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