Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study
Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study
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教学内容知识发展和职前物理教师教育：案例研究
DOI：
10.1007/s11165-005-9004-3
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发表时间：
2006
影响因子：
2.3
通讯作者：
G. Tarantino
中科院分区：
文献类型：
--
作者：
R. M. Sperandeo;Claudio Fazio;G. Tarantino
本文讨论了如何在科学教师教育中发展未来教师的教学内容知识（PCK）的问题。主要重点是知识转化过程以及用于在热物理现象建模领域内转变未来教师解释的认知策略。本研究调查了 28 名职前物理教师在两年研究生教师教育课程第一学期期间 PCK 的发展情况。它侧重于可观察现象之间关系的核心问题，例如物质的宏观热性质及其根据粒子特征和/或热力学理论的解释和/或解释。该策略基于这样的考虑：知识转化并不是文献所表明的从主题知识到教学内容知识的单向过程，而是一个涉及深化主题知识和提高对教学问题的认识的双向过程。
This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and/or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.