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ERIC Number: ED532015
Record Type: Non-Journal
Publication Date: 2012-Jun
Pages: 6
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1925-4741
Enhancing Pedagogical Content Knowledge in Preservice Science Teachers
Nuangchalerm, Prasart
Online Submission, Higher Education Studies v2 n2 p66-71 Jun 2012
Preservice teachers are key element to shape students' attributes and key factor affecting to motivate students to have achievement in learning behaviors. This study aims to investigate pedagogical content knowledge of preservice teachers. Forty three preservice science teachers participated the study, inquiry-based instruction was implemented in the context of science teaching and learning for enhancing pedagogical content knowledge. A variety of qualitative methods were employed to examine the engagement of their pedagogical content knowledge. The findings can be indicated that inquiry-based instruction can enhance pedagogical content knowledge and its result can be used for teacher preparation program as well. (Contains 1 figure.)
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A