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ERIC Number: ED443719
Record Type: RIE
Publication Date: 1999
Pages: 41
Abstractor: N/A
The Evolution of Pedagogical Content Knowledge in Prospective Secondary Physics Teachers.
Veal, William R.; Tippins, Deborah J.; Bell, John
The purpose of this study was to describe the evolution of pedagogical content knowledge (PCK) in prospective secondary physics teachers. Craft knowledge was used as one epistemological perspective. The researcher used two cases, two prospective physics teachers, and followed their development through the science curriculum class and student teaching field experience of their teacher preparation program. Content-specific, situational vignettes were created as a tool to monitor the participants' development of PCK. Data were collected through several methods and were analyzed using qualitative content analyses. The results of this study support three major findings about the development of PCK in prospective secondary physics teachers. First, the prospective physics teachers believed that experience in the classroom was an integral part of their development. Second, prospective teachers became student centered in their teaching approach and began to reflect and philosophize about their beliefs of science teaching and learning. Third, the development of PCK was determined to be complex and non-linear. In particular, content knowledge, followed by knowledge of students, were determined to be the most important knowledges in the development of PCK. Knowledge of content and students formed a base from which prospective teachers could develop domain-specific PCK. (Contains 57 references.) (Author/ASK)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A