Tools for Learning-Promoting Reflection for Student Teachers' Development of PCK
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| Název: | Tools for Learning-Promoting Reflection for Student Teachers' Development of PCK |
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| Autoři: | Nilsson, Pernilla, professor, 1969, Cederqvist, Anne-Marie, 1970 |
| Zdroj: | Journal of Research in Science Teaching. 62(8):1902-1922 |
| Témata: | content representation, PCK, reflection, science, student teachers, teacher education, LEADS |
| Popis: | This paper investigates how the coherent integration of three different tools for reflection during a science methods course can contribute to student teachers' planning and enactment of science teaching, that is, their development of pedagogical content knowledge (PCK). The Refined Consensus Model (RCM) is used as a theoretical lens for conceptualizing links between teaching practice and the development of PCK. The results show how the student teachers' initial PCK (pPCKinput) was manifested into ePCK during planning and teaching, and further, through reflection, developed into a new and richer PCK (pPCKoutput). The three tools encouraged collaborative discussion and reflection about teaching certain big ideas linked to a topic. The case presented in this paper proved to be a coherent way to encourage student teachers to collaborate, reflect, and discuss ideas about their teaching practice and their professional development. © 2025 The Author(s). |
| Popis souboru: | |
| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-55667 https://doi.org/10.1002/tea.70002 |
| Databáze: | SwePub |
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Nájsť tento článok vo Web of Science | Abstrakt: | This paper investigates how the coherent integration of three different tools for reflection during a science methods course can contribute to student teachers' planning and enactment of science teaching, that is, their development of pedagogical content knowledge (PCK). The Refined Consensus Model (RCM) is used as a theoretical lens for conceptualizing links between teaching practice and the development of PCK. The results show how the student teachers' initial PCK (pPCKinput) was manifested into ePCK during planning and teaching, and further, through reflection, developed into a new and richer PCK (pPCKoutput). The three tools encouraged collaborative discussion and reflection about teaching certain big ideas linked to a topic. The case presented in this paper proved to be a coherent way to encourage student teachers to collaborate, reflect, and discuss ideas about their teaching practice and their professional development. © 2025 The Author(s). |
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| ISSN: | 00224308 |
| DOI: | 10.1002/tea.70002 |