Examining Pre-Service Non-Experienced Secondary Science Teachers' Pedagogical Content Knowledge

Abstract

This study examined the PCK of four pre-service non-experienced secondary science teachers who were finishing their preparation program. A qualitative approach was used that generated rich descriptions of teachers' PCK. Three instruments were used for data collection: (1) unit plan followed by a semi-structured interview, (2) peer teaching lesson followed by a guided case analysis, and (3) a CoRe matrix followed by a semi-structured interview. an analysis framework for defining PCK consisting of six dimensions was utilized to derive a coding scheme that contained descriptors for each dimension. Data were coded and profiles containing descriptors of teachers' PCK in planning, action and reflection were generated. Then, data bits, each consisting of three parts - main idea, how it was applied and how it was reflected upon- were used to generate teachers' profiles. Findings revealed that teachers' PCK profiles ranged from poor to proficient. Also, teachers had moderate knowledge of students and demonstrated consistently the same level of proficiency across the dimensions 'knowledge of instructional strategies', 'orientations to teach science' and 'knowledge of assessment'. Findings were interpreted by appealing to theories of learning and transfer. Implications for research, teachers education programs and teacher educators were discussed.