通过教案收集职前科学教师教学内容知识的丰富数据

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2022-07-03 DOI:10.1177/00224871221105801

Z. Kaya, Osman Nafiz Kaya

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引用次数: 0

摘要

本研究的目的是:首先，检验职前科学教师(pst, N = 631)教案(lp)作为收集其教学内容知识(PCK)丰富数据来源的潜力;其次，定性地描述职前科学教师(pst)在其教学内容知识(PCK)的lp中数据丰富程度的原因。通过分析标题分析了pst的手写lp，并对随机选择的79名pst进行了半结构化访谈。结果揭示了pst在PCK上LP数据丰富程度的范围，以及pst在PCK上LP数据丰富程度的原因的五个描述性类别。研究表明，研究人员应该考虑将LP作为三角测量设计的有效工具;然而，他们应该权衡影响PCK研究中丰富数据收集的因素，以更好地三角测量结果，以描绘PCK的整体图景。

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Gathering Rich Data on Preservice Science Teachers’ Pedagogical Content Knowledge Through Their Lesson Plans

The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content knowledge (PCK) and, second, qualitatively describe PSTs’ reasons for the level of data richness in their LPs on PCK. PSTs’ handwritten LPs were analyzed through an analytic rubric, and semi-structured interviews were conducted with 79 randomly selected PSTs. Results revealed a range of the level of data richness of the PSTs’ LPs on PCK and five descriptive categories about the PSTs’ reasons for the richness of LP data on PCK. The study implies that researchers should consider the inclusion of the LP as a valid tool in their triangulation design; however, they should weigh the factors that influence the collection of rich data in their PCK studies to triangulate findings better to portray a holistic picture of PCK.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).