Providing a set of research-based practices to support preservice teachers' long-term professional development as learners of science teaching

The purpose of this research was twofold. The first was to investigate the development of preservice teachers' knowledge base for science teaching on the rate of reaction topic within the 14-week content representation (CoRe)-based mentoring-enriched practicum course. In this course, CoRe design was used as a form of lesson planning and intensive educative mentoring was provided by teaching assistants. The second purpose was to identify which aspects of the practicum course contributed to preservice teachers' development. Three preservice chemistry teachers voluntarily participated in the study. Qualitative data sources included CoRe, semistructured interviews, and reflection papers. Both inductive and deductive analyses were applied by triangulating findings from multiple data sources. Results revealed that at the end of the practicum, participants were able to successfully link content with teaching to promote student learning. Their pedagogical content knowledge (PCK) developed with its all components coherently integrated with each other. They also started to view the PCK construct as professional pedagogical knowledge. Educative mentoring with the use of an explicit and shared PCK language supported by CoRes, teaching experiences, and the observation of peers were reported as the most valuable aspects in stimulating teacher development. Implications for teachers' professional growth and research are discussed. © 2013 Wiley Periodicals, Inc.

Yazar Aydin S.
Demirdogen B.
Tarkin A.
Kutucu S.
Ekiz B.
Akin F.N.
Tuysuz M.
Yayın Türü Article
Tek Biçim Adres https://hdl.handle.net/20.500.12628/7244
Tek Biçim Adres 10.1002/sce.21080
Koleksiyonlar Araştırma Çıktıları | WoS | Scopus | TR-Dizin | PubMed | SOBİAD
Scopus İndeksli Yayınlar Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu
Dergi Adı Science Education
Dergi Cilt Bilgisi 97
Dergi Sayısı 6
Sayfalar 903 - 935
Yayın Yılı 2013
Eser Adı
[dc.title]
Providing a set of research-based practices to support preservice teachers' long-term professional development as learners of science teaching
Yazar
[dc.contributor.author]
Aydin S.
Yazar
[dc.contributor.author]
Demirdogen B.
Yazar
[dc.contributor.author]
Tarkin A.
Yazar
[dc.contributor.author]
Kutucu S.
Yazar
[dc.contributor.author]
Ekiz B.
Yazar
[dc.contributor.author]
Akin F.N.
Yazar
[dc.contributor.author]
Tuysuz M.
Yayın Yılı
[dc.date.issued]
2013
Yayın Türü
[dc.type]
article
Özet
[dc.description.abstract]
The purpose of this research was twofold. The first was to investigate the development of preservice teachers' knowledge base for science teaching on the rate of reaction topic within the 14-week content representation (CoRe)-based mentoring-enriched practicum course. In this course, CoRe design was used as a form of lesson planning and intensive educative mentoring was provided by teaching assistants. The second purpose was to identify which aspects of the practicum course contributed to preservice teachers' development. Three preservice chemistry teachers voluntarily participated in the study. Qualitative data sources included CoRe, semistructured interviews, and reflection papers. Both inductive and deductive analyses were applied by triangulating findings from multiple data sources. Results revealed that at the end of the practicum, participants were able to successfully link content with teaching to promote student learning. Their pedagogical content knowledge (PCK) developed with its all components coherently integrated with each other. They also started to view the PCK construct as professional pedagogical knowledge. Educative mentoring with the use of an explicit and shared PCK language supported by CoRes, teaching experiences, and the observation of peers were reported as the most valuable aspects in stimulating teacher development. Implications for teachers' professional growth and research are discussed. © 2013 Wiley Periodicals, Inc.
Kayıt Giriş Tarihi
[dc.date.accessioned]
2019-12-23
Açık Erişim Tarihi
[dc.date.available]
2019-12-23
Yayın Dili
[dc.language.iso]
eng
Haklar
[dc.rights]
info:eu-repo/semantics/closedAccess
ISSN
[dc.identifier.issn]
0036-8326
İlk Sayfa Sayısı
[dc.identifier.startpage]
903
Son Sayfa Sayısı
[dc.identifier.endpage]
935
Dergi Adı
[dc.relation.journal]
Science Education
Dergi Sayısı
[dc.identifier.issue]
6
Dergi Cilt Bilgisi
[dc.identifier.volume]
97
Tek Biçim Adres
[dc.identifier.uri]
https://dx.doi.org/10.1002/sce.21080
Tek Biçim Adres
[dc.identifier.uri]
https://hdl.handle.net/20.500.12628/7244
Görüntülenme Sayısı ( Şehir )
Görüntülenme Sayısı ( Ülke )
Görüntülenme Sayısı ( Zaman Dağılımı )
Görüntülenme
3
09.12.2022 tarihinden bu yana
İndirme
1
09.12.2022 tarihinden bu yana
Son Erişim Tarihi
09 Şubat 2024 21:43
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teachers teaching practicum course preservice knowledge content development sources mentoring professional purpose aspects pedagogical research started successfully integrated developed promote student coherently components learning shared valuable Periodicals discussed growth Implications teacher stimulating construct reported observation
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