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Journal of Science Education and Technology

Erschienen in:

01.12.2010

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

verfasst von: Syh-Jong Jang, Kuan-Chung Chen

Erschienen in: Journal of Science Education and Technology | Ausgabe 6/2010

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Abstract

New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers’ pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.

Vorheriger Artikel Preservice Teachers’ Memories of Their Secondary Science Education Experiences

Nächster Artikel When Simple Harmonic Motion is not That Simple: Managing Epistemological Complexity by Using Computer-based Representations

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Titel: From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers
verfasst von: Syh-Jong Jang
Kuan-Chung Chen
Publikationsdatum: 01.12.2010
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 6/2010
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-010-9222-y

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