Examining Pre-service Science Teachers’ Pedagogical Content Knowledge Through Lesson Study
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Teresa Conceição 1 * , Mónica Baptista 2 , João Pedro da Ponte 1
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1 Instituto de Educação, Universidade de Lisboa, PORTUGAL2 Institute of Education, University of Lisbon 1649-013* Corresponding Author

Abstract

This investigation adjusted the lesson study (LS) model for the initial teacher education aiming to examine its effect in the development of the pre-service teachers’ pedagogical content knowledge (PCK) namely, both their knowledge and understanding on how to transform a science topic to make it more understandable for the students. The LS topic was the speed of sound that is taught in the 8th grade. The PCK construct was evaluated, as well as and in terms of both PCK-topic specific knowledge and PCK-pedagogical knowledge. The participants on this investigation were three pre-service teachers. The data were collected through video recording of LS sessions. The qualitative data collection was combined with quantitative and qualitative analysis procedures. The results showed that the LS promoted an improvement on pre-service teachers’ PCK as well as in most of the aspects of both PCK-topic specific knowledge and PCK-pedagogical knowledge. PCK’s aspect’ ‘Strategies for pupil self-evaluation’ has not improved satisfactorily. These findings suggest that LS should be carried out during the training programs of the science PSTs.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 1, Article No: em2060

https://doi.org/10.29333/ejmste/11442

Publication date: 24 Dec 2021

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Article Downloads: 734

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