Academic journal article Higher Education Studies

Enhancing Pedagogical Content Knowledge in Preservice Science Teachers

Academic journal article Higher Education Studies

Enhancing Pedagogical Content Knowledge in Preservice Science Teachers

Article excerpt

Abstract

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.

Keywords: Preservice science teachers, PCK, Inquiry-based teaching, Teacher preparation, Student teacher

1. Introduction

In the era of rapid change in the age of information and social learning, children need to have readiness to face with situational uncertainty and also need to adapt with flowing of globalization. Thus, there is belief to perform our children in which they should be learned based on effective in teaching and learning process. Most recent research in the educational area reveals that teachers are very crucial on students' academic achievement as well as on affective variables such as attitudes, attributes, and beliefs (Darling-Hammond, 1994; Pultorak, 1996; Kaltakci, 2011). At this point, teacher development and teacher preparation program need to emphasize on how to do with quality of teacher and in the way of growing up quality of education. Teacher preparation has been continually investigating for the best possible ways of preparing teachers to be most effective in their classroom. It is increasingly being urged to focus on developing in future teachers in which relevant to direction of social development.

Teacher must be given the skills and knowledge to develop a pedagogical content knowledge, to critique practice and challenge traditional pedagogy (Nuangchalerm, 2009; Nuangchalerm and Prachagool, 2010; Nuangchalerm, 2011). To the teacher preparation program, perspective of content or pedagogy, Shulman (1987) believed that teacher education programs should combine these two knowledge bases to more effectively prepare teachers. Pedagogical content knowledge (PCK) is defined to ability to combine knowledge of a specific discipline along with the teaching of that discipline. PCK is also like how do teachers take content and transform their understandings of it into instruction that their students can comprehend (Shulman, 1986). It can explain that the content knowledge should be blended with elements of the teaching process with the pedagogy. Teachers' subject knowledge and pedagogy need to be implemented in which teacher preparation program at all level of institutions. It is necessary to have relationship between the two of knowledge by introducing the notion of PCK into their classroom.

Attempting on understanding the nature of teachers' knowledge and teaching science are raised with the widely known as pedagogical content knowledge in which to address the importance of integrating subject matter knowledge and pedagogy in teaching. PCK illustrates how subject matter of a particular discipline is transformed for teacher and students that enhancing effective communication examines (Goodnough and Hung, 2009). The pedagogical content knowledge is different from the knowledge of what disciplinary expert and also from the general pedagogical knowledge. It involves knowledge of teaching strategies that incorporate by appropriate methods, create learning environment situation, and prior conceptions (Kane and Russell, 2005). As it change in the form of education, teacher preparation program need to support pedagogical content knowledge, and teaching strategies for preservice teachers because of the learning skills and others contextual instructions is changing as it can be shown in Figure 1. …

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