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An Analysis of Earth Science Teachers' Topic-Specific Pedagogical Content Knowledge: A Case of Pre-service and In-service Teachers

지구과학 교사의 주제-특정적 PCK 분석: 예비 교사와 현직 교사 사례

  • Lee, Ki-Young (Division of Science Education, Kangwon National University)
  • 이기영 (강원대학교 과학교육학부)
  • Published : 2009.06.30

Abstract

Pedagogical content knowledge (PCK) has been regarded as an indication of science teachers' professionalism. The purpose of this study was to analyze topic-specific PCK of pre-service and in-service science teachers, comparatively. For this purpose, we developed an analytic framework for explicitly documenting science teacher' PCK and applied the framework for analyzing the difference within the same topic and with two different topics. Findings are as follows: (1) With the same topic, there was considerable difference between pre-service and in-service teachers in the components of PCK, not to mention individual difference. (2) In case of two different topics, we did not recognize a tendency of change in PCK, but remarkable differences in PCK were identified between two different topics. This study affirmed the topic specificity of PCK, and discussed a possibility of employing PCK analytic framework and its profile as one of the tools that could be used to develop and assess teachers' professionalism.

Keywords

pedagogical content knowledge;teacher knowledge;science teacher;professionalism;topic-specific

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