Exploring challenges of assessing pre-service science teachers' pedagogical content knowledge (PCK)

Aydeniz M., Kirbulut Z. D.

Asia-Pacific Journal of Teacher Education, cilt.42, sa.2, ss.147-166, 2014 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 42 Sayı: 2
  • Basım Tarihi: 2014
  • Doi Numarası: 10.1080/1359866x.2014.890696
  • Dergi Adı: Asia-Pacific Journal of Teacher Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.147-166
  • Anahtar Kelimeler: chemistry, pedagogical content knowledge, pre-service science teachers, professional development
  • Gazi Üniversitesi Adresli: Hayır

Özet

The purpose of this paper is to report on the challenges we faced in designing an instrument aimed at measuring pre-service science teachers' topic-specific pedagogical content knowledge (PCK). After the instrument was conceptualised and developed, it was administered to 30 pre-service chemistry teachers. The findings suggest that the instrument can be used as a teaching tool to enhance pre-service science teachers' topic-specific PCK along with some limitations. The discussion focuses on the implications of the aforementioned PCK assessment tool for enhancing pre-service science teachers' topic-specific PCK and the challenges associated with measuring and enhancing pre-service science teachers' PCK. Finally, our discussion focuses on the ways in which science-teacher educators can engage in transforming the concept of PCK and its use for research and professional development. © 2014 © 2014 Australian Teacher Education Association.