مرکز منطقه ای اطلاع رساني علوم و فناوري - Longitudinal Examination of Science Teacher Candidates’ Pedagogical Content Knowledge

Abstract :

The aim of this research was to support and perform a detailed examination of science teacher candidates’ pedagogical content knowledge (PCK). Conforming in this aim, the study group for research where a qualitative research approach was employed, consisted of six science teacher candidates in the 4th grade. Research continued for one year during the 2012-2013 autumn and spring terms. Education related to PCK development was provided to teacher candidates under the scope of special teaching methods II, school experience and tutorage application lessons and the effect upon their PCK development was examined. Research data was collected through observation, interview and document analysis. Data obtained from the lesson plans, micro teaching applications, semi-configured interviews and interclass observations of teacher candidates was analysed employing together descriptive analysis and content analysis continuous comparative method. Science teacher candidates’ PCK developments were evaluated according to Schneider and Plasman’s (2011) PCK progression criteria. As a result of content analysis it was determined that the PCK developments of teacher candidates varied from person to person and that these variations are not linear in terms of their components. However, it was determined that as a result of supportive education the PCK of teacher candidates increased.