PCK in Action: Examining one Chemistry Teacher's Practice through the Lens of her Orientation Toward Science Teaching

Teaching Orientations of Freshman Pre-Service Science Teachers

“…In a recent study, Boesdorfer and Lorsbach (2014) investigated how an experienced, respected high school teacher"s orientation toward science teaching was reflected in her teaching practice in an introductory chemistry course. In this qualitative case study, authors concluded that orientation toward science teaching was an effective tool for understanding experienced teacher"s beliefs and practices.…”

Correlation between Understanding about Nature of Science and Orientation to Teaching Science: An Exploratory Study with Thai First-Year Preservice Biology Teachers

“…While the nature and types of OTSs can be issues, research consistently establishes that OTSs not only influence how science teachers decide to teach science (Boesdorfer & Lorsbach, 2014) but also how they develop PCK (Brown et al 2013). For example, Park & Chen (2012) found that a didactic OTS held by a science teacher can direct his or her knowledge of instructional strategies, and that such connection can inhibit connections with other PCK components.…”

“…The first component is defined as -knowledge and beliefs about the purposes and goals for teaching science‖ (p. 97), which overarches and interacts with the other four components when science teachers develop and use PCK. OTSs can serve as a filter for science teachers learning to teach specific content of science (Avraamidou 2013) and as a lens to understand science teachers' classroom practices (Boesdorfer & Lorsbach, 2014).…”

“…Whereas previous studies have focused on exploring OTSs held by experienced science teachers (e.g., Boesdorfer & Lorsbach, 2014;Faikhamta, 2013;Friedrichsen & Dana, 2005;Nargund-Joshi et al, 2011;Park & Chen, 2012;Ramnarain & Schuster, 2014;Ramnarain et al, 2016) or preservice science teachers with a few years in university (e.g., Avraamidou, 2013;Brown, Friedrichsen, & Abell, 2013;Demirdogen, 2016;Eick & Reed, 2002;Kind, 2016), a few studies, if any, have investigated OTSs held by first-year preservice science J Educ Sci Environ Health teachers who just entered science teacher education. Given that preservice science teachers have developed conceptions of teaching and learning, a dimension of OTSs according to Friedrichsen et al (2011), since they were students (Lortie, 1975), a lack of research in this area with freshmen preservice science teachers becomes a shortcoming because their initial OTSs can play significant roles when engaging in science teacher education activities and coursework.…”

Analysis of Laboratory Videos of Science Teacher Candidates with Many-Facet Rasch Measurement Model

“…In order to make possible the provided opportunities through laboratory teaching for the science students, science teachers need to have specific field knowledge and pedagogical field knowledge (Boesdorfer & Lorsbach, 2014). First, science teachers need to have deep understanding on a specific science concept especially for the abstract ones.…”