Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge

Nilsson, Pernilla; Loughran, John

doi:10.1007/s10972-011-9239-y

Cited by 180 publications

(121 citation statements)

References 21 publications

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“…CoRe is a format used in representing content and capturing the PCK ability of prospective teachers when planning a lesson (Nilsson & Loughran, 2012;Nurmatin & Rustaman, 2015). PaP-eRs is a supporting document.…”

Section: Resultsmentioning

confidence: 99%

“…Pendagogical Content Knowledge (PCK) was first introduced by Shulman (1987) as a major component of learning, emphasizing that learning is not just knowledge of material content but learning is an integration of content knowledge with pedagogical knowledge (Brown et al, 2013 ;Donnelly & Hume, 2015;Hanuscin, 2013;Rich, 2009;Nilsson & Loughran, 2012). In Hanuscin (2013), Shulman argues that PCK is a fundamental component of the knowledge base for teaching.…”

Section: Introductionmentioning

confidence: 99%

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Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

Nurmatin

Purwianingsih

2017

JPII

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This study involving prospective science teachers at SMP aims to portray the ability of Pedagogical Content Knowledge (PCK) of the teachers via resource folios. Resource folios in question are the core and PaP-eRs made by the prospective science teachers when carrying out the "Program Pengalaman Lapangan" (PPL). The subjects were six candidates conducting PPL at a junior high school and were assigned by the class teachers to teach Grade VII. The instrument used as a means of collecting data in this research is the CoRe and PaP-eRs. The instrument has been analyzed using an analytical format. The result of CoRe and PaP-eRs analysis shows that the learning activities are carried out on the whole in accordance with lesson plans that have been rendered previously. However, the instruction plan is focused more on the CoRe content materials to be studied, while the narrative of learning implementation in the PaP-eRs is emphasized more on learning activities. The results show that the PCK ability of prospective teachers still do not show the integration between content capability and pedagogical ability.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

Nurmatin

Purwianingsih

2017

JPII

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“…Davis, Petish, & Smithey, 2006;Opwood & Souque, 1985) and PCK (e.g. Abd-el-Khalick, 2006;Appleton, 2003;Nilsson & Loughran, 2012) have been published both in other countries and in Finland (Palmberg, 2012;Palmberg, Jeronen, Svens, Yli-Panula, Andersson, & Jonsson, 2012;Palmberg, Jonsson, Jeronen, & Yli-Panula, 2016 ). We are unaware of any study that examines the issues, which this investigation is focused on.…”

Section: Introductionmentioning

confidence: 99%

Important Biological Issues for Elementary Pupils – A Study of Elementary Pre-service Teachers’ Conceptions

Yli‐Panula

Jeronen

Seiko-Ahlströn

et al. 2017

NorDiNa

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In this survey, it has been investigated what kind of conceptions the elementary pre-service teachers (EPT) find important in teaching and management of biology in order to provide adequate learning for the Finnish elementary pupils. Adequate learning in this study means the subject content knowledge (SCK) and pedagogical content knowledge (PCK), which are in line with the aims of the National AbstractPrevious studies show teachers' conceptions about subject matter influencing their teaching decisions. In the survey, it has been investigated what kind of conceptions elementary pre-service teachers have concerning the issues they find important in teaching and management of biology in order to provide adequate learning for Finnish elementary school pupils. Totally 267 participants answered the questionnaire. The data was analysed by inductive content analysis. Biological content knowledge (60 %), skills (15 %), and experience (11 %) formed the greatest part of the mentioned important issues (totally 936). Other ones (e.g. attitudes, teaching) comprised less than 10 %. The issues of knowledge were mentioned significantly more often than the other ones. The results show that the participants had hardly any view of the totality concerning elementary biology education. So, teacher educators should discuss and implement new strategies to make biology education more comprehensive for elementary pre-service teachers.

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“…These documents illuminate the decisions underpinning the teacher's actions and are intended to help the learners better understand the content being taught. CoRe and PaP-eRs have been used, for example, to develop prospective teachers' professional knowledge of teaching (Loughran, Mulhall, & Berry, 2008;Nilsson & Loughran, 2012), and primary school teachers' understanding of their professional knowledge and their teaching of science (Bertram & Loughran, 2012).…”

Section: Insights Into Teacher Knowledge and Professional Developmentmentioning

confidence: 99%

Primary school teachers’ concerns and needs in biology and mathematics teaching

Kellner

Attorps²

2015

NorDiNa

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The aim of this paper is to provide insights into nine primary school teachers' concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils' views of the subject, and (iii) to develop teachers' subject matter knowledge and teaching in an ongoing collaborative process. The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

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Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge

Cited by 180 publications

References 21 publications

Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

Important Biological Issues for Elementary Pupils – A Study of Elementary Pre-service Teachers’ Conceptions

Primary school teachers’ concerns and needs in biology and mathematics teaching

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