ERIC Number: ED368580
Record Type: RIE
Publication Date: 1994-Mar
Reference Count: N/A
An International Investigation of Preservice Science Teachers' Pedagogy and Subject Matter Knowledge Structures.
Lederman, Norman G.; Chang, Huey-Por
The development and role of subject matter knowledge within teachers' professional development is currently the source of much research; however, the parallel development and role of pedagogical knowledge has yet to be systematically analyzed. In investigating this seldomly tapped area of concern, researchers involved 26 preservice science teachers (12-United States and 14-Taiwan) in a study that provided insights regarding the following questions: (1) What is the nature/appearance of preservice science teachers' subject matter and pedagogy knowledge structure?; (2) What is the source(s) of these knowledge structures?; (3) Are these knowledge structures stable during the student teaching experience?; and (4) What is the relationship between these knowledge structures and how do they relate to the act of teaching? Although significant differences exist in the teacher preparation programs experienced by the aforementioned teachers, several interesting comparisons were made: (1) both groups were hesitant about completing a questionnaire that required information regarding their subject matter understanding; (2) it was more difficult for the Taiwanese teachers to conceptualize pedagogy apart from their subject matter; and (3) these preservice science teachers were not presented with an overt or covert structure of subject matter as part of their content preparation. (ZWH)
Publication Type: Reports - Research; Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Anaheim, CA, March 19-24, 1994).