Looking at the Mirror: A Self-Study of Science Teacher Educators’ PCK for Teaching Teachers
Betül Demirdöğen 1 * , Sevgi Aydın 2, Ayşegül Tarkın 2
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1 Bulent Ecevit University, TURKEY
2 Yuzuncu Yil University, TURKEY
* Corresponding Author

Abstract

In this self-study, we aimed to delve into how re-designing and teaching re-designed practicum course offered to pre-service teachers (PTs) enriched our, as science teacher educators, development of pedagogical content knowledge (PCK) for teaching science teachers. This self-study was conducted during a compulsory practicum course in which we served as teaching assistants (TAs). The qualitative data collected through journal entries written by the help of mentoring experience, Content Representation (CoRe), reflection papers, formal observations of PTs‘ teaching practices and microteaching each week, formal and informal meetings with PTs. The results were presented through vignettes that included an emphasis on a critical examination of our prior practices, the changes made in the practicum, and the difficulties that PTs faced. This self-study was valuable for us regarding the development of our PCK and building interplay among all PCK components. In light of the experience we gained, implications for science teacher education and research were provided.

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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

https://doi.org/10.12973/eurasia.2015.1315a

EURASIA J Math Sci Tech Ed, 2015 - Volume 11 Issue 2, pp. 189-205

Publication date: 02 Apr 2015

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Article Downloads: 235

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