Interactions among Components of Pedagogical Content Knowledge of Science Teachers in a Teacher Learning Community
- 주제(키워드) Interaction among pedagogical content knowledge , Science practice , Teacher learning community
- 등재 SCOPUS, KCI등재
- 발행기관 Korean Chemical Society
- 발행년도 2022
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000193375
- 본문언어 한국어
- Published As https://doi.org/10.5012/jkcs.2022.66.1.15
초록/요약
The purpose of this study was to examine interactions among components of pedagogical content knowledge of middle school science teachers in a teacher learning community targeting science practice-based instruction. Data collection consisted of pre and post questionnaire and interview with each of five science teachers, audio-recording of teacher discussion in a teacher learning community, lesson plans, teacher written reflection, and video-recording of teaching practice. Qualitative data analysis revealed that there were two types of interactions, i.e., one-way interaction and two-ways interaction among components of pedagogical content knowledge of science teachers in a teacher learning community. There were also consecutive interactions as well as one-shot interaction. For two-ways interaction there were synchronous two-ways interaction in a teacher learning community meeting as well as consecutive two-ways interaction along with several meetings. This study provides implications that collaborative learning context in a teacher learning community should stimulate various types interactions among components of pedagogical content knowledge. © 2022 Korean Chemical Society. All rights reserved.
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