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Pre-Service Science Teachers Views of In-Service Science Teachers’ Pedagogical Content Knowledge

Author(s): Gülcan MIHLADIZ | Betül TIMUR

Journal: Eurasian Journal of Physics and Chemistry Education
ISSN 1306-3049

Volume: Jan.;
Issue: Special;
Start page: 89;
Date: 2011;
Original page

Keywords: Pedagogical Content Knowledge | Pre-Service Teachers | Science and Technology

The aim of this study was to determine the pre-service science teachers’ views on Pedagogical ContentKnowledge (PCK) expected to be possessed by science and technology teachers. With this aim, senior preservicescience teachers’ evaluations of the science and technology teachers that they observed at primaryschools while they were enrolled in the school experience course. A “Focus Group Interview” was realized with10 pre-service teachers. The data were analyzed by “descriptive statistics and content analysis methods” and 5themes were attained. The five themes are: subject matter knowledge, the knowledge of instructional method andstrategies, the knowledge of science curriculum, the knowledge of assessment of students and pedagogicalknowledge. Generally, the pre-service teachers saw a necessity of the following issues in teaching science andtechnology: i) sufficient subject matter knowledge and effective communication skills, ii) establishing a balancedauthority, iii) following modern innovations, methods and techniques for teaching and training and implementingthem successfully in classrooms, iv) effectively usage of the teaching materials, educational technology, and labfacilities.

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