This research examines how pre-service teachers perceive the contents they will be teaching based on the extent of their knowledge and teaching confidence. Also, it analyses the characteristics of Pedagogical Content Knowledge (PCK) in the process of planning, teaching, and reflecting upon classes.
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This research examines how pre-service teachers perceive the contents they will be teaching based on the extent of their knowledge and teaching confidence. Also, it analyses the characteristics of Pedagogical Content Knowledge (PCK) in the process of planning, teaching, and reflecting upon classes.
Research I analyzes how pre-service teachers perceive the contents of the 2009 Chemistry 1 curriculum. The results showed that what pre-service teachers regard as important was restricted to 'scientific knowledge', while 'investigation' and 'attitude' were considered to be not as important. What the teachers found difficult to understand were those topics which dealt with hi-technology, and those which dealt in college-level material; much of which they also had low self-confidence in their ability to teach. Even after reviewing the textbooks, the teachers could not improve their understanding. Also, the confidence level of pre-service teachers was affected by the extent of the teachers' comprehension of the curriculum, the level of the students, and the range of the content. Therefore, it is recommended that training courses for pre-service teachers be upgrade so as to provide pre-service teachers with better knowledge of curriculum and the content they will be teaching in the future.
The characteristics of PCK when pre-service teachers plan for a class and teach are studied in Research Ⅱ. Results indicated that pre-service teachers considered studying the contents important, while 'scientific attitude' and 'investigation' were generally regarded with lower significance. Also, troubles in the process of planning for classes (and) were caused by having a low understanding of the extent of students’ preconceptions and of their cognitive levels. Although pre-service teachers were aware of general ideas of teaching strategies and evaluation, their knowledge on specific teaching strategies or methods of evaluation was limited.
Research Ⅲ analyzes the characteristics of PCK in the process of reflecting on classes, mainly in the view of productive reflection. Pre-service teachers' PCK factors concentrated on teaching strategies and performing in classes, when some factors were comparatively ignored. When reflecting on their classes, the amount of PCK factors integrated were not high. However, the experiences of reflecting on classes with microteaching and feedback from expert lead to positive outcome.
PCK is practical knowledge that can be developed through experience, but PCK of pre-service teachers (who are in the process of being trained) should be studied on each parts. The perception of pre-service teachers on content components, and the characteristics of PCK of pre-service teachers in the process of planning a class, teaching, and reflecting on the class were drawn from this research. It is hoped that this research will provide a meaningful contribution to the foundation of effective teaching experience for the curriculums of pre-service teachers, whose teaching experience in real classes is limited.
This research examines how pre-service teachers perceive the contents they will be teaching based on the extent of their knowledge and teaching confidence. Also, it analyses the characteristics of Pedagogical Content Knowledge (PCK) in the process of planning, teaching, and reflecting upon classes.
Research I analyzes how pre-service teachers perceive the contents of the 2009 Chemistry 1 curriculum. The results showed that what pre-service teachers regard as important was restricted to 'scientific knowledge', while 'investigation' and 'attitude' were considered to be not as important. What the teachers found difficult to understand were those topics which dealt with hi-technology, and those which dealt in college-level material; much of which they also had low self-confidence in their ability to teach. Even after reviewing the textbooks, the teachers could not improve their understanding. Also, the confidence level of pre-service teachers was affected by the extent of the teachers' comprehension of the curriculum, the level of the students, and the range of the content. Therefore, it is recommended that training courses for pre-service teachers be upgrade so as to provide pre-service teachers with better knowledge of curriculum and the content they will be teaching in the future.
The characteristics of PCK when pre-service teachers plan for a class and teach are studied in Research Ⅱ. Results indicated that pre-service teachers considered studying the contents important, while 'scientific attitude' and 'investigation' were generally regarded with lower significance. Also, troubles in the process of planning for classes (and) were caused by having a low understanding of the extent of students’ preconceptions and of their cognitive levels. Although pre-service teachers were aware of general ideas of teaching strategies and evaluation, their knowledge on specific teaching strategies or methods of evaluation was limited.
Research Ⅲ analyzes the characteristics of PCK in the process of reflecting on classes, mainly in the view of productive reflection. Pre-service teachers' PCK factors concentrated on teaching strategies and performing in classes, when some factors were comparatively ignored. When reflecting on their classes, the amount of PCK factors integrated were not high. However, the experiences of reflecting on classes with microteaching and feedback from expert lead to positive outcome.
PCK is practical knowledge that can be developed through experience, but PCK of pre-service teachers (who are in the process of being trained) should be studied on each parts. The perception of pre-service teachers on content components, and the characteristics of PCK of pre-service teachers in the process of planning a class, teaching, and reflecting on the class were drawn from this research. It is hoped that this research will provide a meaningful contribution to the foundation of effective teaching experience for the curriculums of pre-service teachers, whose teaching experience in real classes is limited.
주제어
#예비교사
#PCK
#CoRe
#화학내용요소
#수업 계획
#수업 실행
#과학수업 반성
#pre-service teacher
#Pedagogical Content Knowledge
#Content Representation
#Chemistry content components
#teaching planning
#teaching performance
#reflection on science teaching
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