教学内容科学知识:理解教师准备的实践框架与建构

Q3 Social Sciences

Contemporary Education Dialogue Pub Date : 2022-03-27 DOI:10.1177/09731849221083063

Mythili Ramchand

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引用次数: 1

摘要

教学内容知识（PCK）被认为是理解和帮助形成教学知识库的有用框架、结构、模型和工具。现存有关于科学PCK的文献。在这些文献的基础上，本研究旨在通过在一个背景下分享使用PCK科学框架的知识和实践，有助于理解在印度教师教育中实施课程改革。这篇文章报道了与17名教育学士（BEd）项目的学生教师进行的60小时的一次性面对面接触。文章的第一部分描述了参与的过程。第二部分“学生教师对科学内容的看法分析”简要分析了学生教师对所学概念的理解变化，第三部分“教师教育者的反思”，作者对使用PCK作为参与和理解PCK作为科学教学结构的框架的过程进行了反思。

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Pedagogic Content Knowledge of Science: A Framework for Practice and Construct for Understanding Teacher Preparation

Pedagogic Content Knowledge (PCK) is variously considered a useful framework, construct, model and tool to both understand and help form the knowledge base for teaching. There exists extant literature on the PCK of science. Building on this literature, this study aims to contribute towards an understanding of implementing curriculum reforms in teacher education in India, by means of sharing knowledge and practice of using a PCK of science framework in one context. The article reports a one-time face-to-face engagement for 60 hours with 17 student teachers of a Bachelor of Education (BEd) programme. The first section of the article describes the process of engagement. The second section, ‘Analysis of Student Teachers’ Ideas on Science Content’, presents a brief analysis of changes in student teachers’ understanding of the concepts under study, and in the third section, ‘Reflections of the Teacher Educator’, the author provides her reflections of the process of using PCK as a framework for engagement and understanding of PCK as a construct for teaching about teaching science.

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来源期刊

Contemporary Education Dialogue Social Sciences-Education

CiteScore

2.20

自引率

0.00%

发文量

期刊介绍： Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.