ERIC Number: EJ996760
Record Type: Journal
Publication Date: 2013-Feb
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
EISSN: N/A
The Development of Prospective Secondary Biology Teachers PCK
Brown, Patrick; Friedrichsen, Patricia; Abell, Sandra
Journal of Science Teacher Education, v24 n1 p133-155 Feb 2013
In order to understand how prospective teachers develop knowledge for teaching, researchers must identify the types of knowledge that are integral to effective science teaching. This case study investigated how 4 prospective secondary biology teachers' science teaching orientations, knowledge of science learners, and knowledge of instructional sequence, developed during a post-baccalaureate teacher education program. Data sources included a lesson planning task and two interview-observation cycles during the participants' year-long internship. Over the course of a year, the participants' science teaching orientations were based primarily on their K-16 learning experiences, and were robust and highly resistant to change. The prospective teachers became more aware of student learning difficulties, and therefore, developed more elaborated knowledge of the requirements of learning. They consistently sequenced instruction in ways that gave priority to transmitting information to students. Prospective teachers' development of knowledge of student understanding of science and instructional sequence were congruent with their science teaching orientations. Implications are given for teacher education and future research.
Descriptors: Preservice Teachers, Secondary School Teachers, Science Teachers, Biology, Pedagogical Content Knowledge, Case Studies, Learning Processes, Graduate Students, Lesson Plans, Interviews, Observation, Resistance to Change, Science Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A