A Case Study of the Award Winning Science Methods Course for Elementary Preservice Teachers in the US Teacher Education Program Based on the Components of Pedagogical Content Knowledge (PCK)

• 영문명: A Case Study of the Award Winning Science Methods Course for Elementary Preservice Teachers in the US Teacher Education Program Based on the Components of Pedagogical Content Knowledge (PCK)
• 발행기관: 이화여자대학교 교과교육연구소
• 저자명: Lee Young Hee
• 간행물 정보: 『교과교육학연구』제20권 제1호, 35~49쪽, 전체 15쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.01.01

영문 초록

This study analyzes the science methods course for elementary preservice teachers in the teacher education program of the University of Houston in the US. This teacher education program was recognized as the U.S. Distinguished Teacher Education Program by the National Council for Accreditation of Teacher Education [NCATE] in 2007, and the science methods course analyzed in this study received the Teaching Excellence Award Course in 2010. This study adopted a case study method to examine the integration of the components of PCK implemented in the science methods course over a period of 4 years (8 academic semesters) from the perspective of instructor PCK. The five components of PCK were served as a conceptual framework in this study: (a) Orientations toward Teaching Science (OTS), (b) Knowledge of Students’ Understanding in Science (KSU), (c) Knowledge of Science Curriculum (KSC), (d) Knowledge of Instructional Strategies and Representations (KISR), and (e) Knowledge of Assessment of Science Learning (KAs) (Park & Oliver, 2008b). The findings show that among the five components of PCK, orientation to teaching science (OTS) and knowledge of students’ understanding in science (KSU) are the foundations for designing the contents and organization of the course. Also, the three components of PCK; knowledge of science curriculum (KSC), knowledge of instructional strategies and representations (KISR), and knowledge of assessment of science learning (KAs) were integrated into the structure and organization of the science methods course with a variety of field-based activities as “a topic-specific integration”. There is a need for future research to examine what and how components of PCK that students possess has been changed by comparing and contrasting the instructor's PCK throughout the completion of teacher education program.as been changed by comparing and contrasting the instructor's PCK throughout the completion of teacher education pr

목차

I. Introduction

2. Research Methods

3. Results and Discussions

4. Conclusions and Implication

References

키워드

Teacher Education Program Science Methods Course Course Analysis Pedagogical Content Knowledge PCK