In-service teachers' perspectives of pre-service teachers' knowledge domains in science

dc.creator	M L Botha
dc.creator	C P S Reddy
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:35Z
dc.date.available	2015-08-12T11:20:35Z
dc.identifier	0256-0100
dc.identifier	2076-3433
dc.identifier	https://doaj.org/article/930e8a111b694690b892ad86744c125e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28380
dc.description	The concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher's lived experience. Pedagogical content knowledge (PCK) is described as a transformation of teacher knowledge from a variety of domains of knowledge, which includes subject matter knowledge, pedagogical knowledge, and knowledge about content. This exploratory study reports on in-service natural science teachers' inferences regarding pre-service teachers' performance in natural science teaching, as observed during a practice teaching period. Perspectives of in-service teachers of the different knowledge domains of pre-service teachers during their final year were investigated. Semi-structured interviews, incorporating a specific set of open-ended questions, were conducted with in-service teachers following a practice teaching period of four weeks. The findings indicate that the in-service teachers rated the pre-service teachers positively in some knowledge domains but less positively in other knowledge domains. This has prompted some rethinking on the structure and presentation of the curriculum, in our undergraduate teacher education programme, to include and accommodate approaches that would enable better uptake of various knowledge domains and improve PCK development.
dc.language	English
dc.publisher	Education Association of South Africa (EASA)
dc.relation	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002011000200009
dc.relation	https://doaj.org/toc/0256-0100
dc.relation	https://doaj.org/toc/2076-3433
dc.source	South African Journal of Education, Vol 31, Iss 2, Pp 257-274 (2011)
dc.subject	in-service teachers
dc.subject	pedagogical content knowledge
dc.subject	pre-service teachers
dc.subject	teacher knowledge
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	In-service teachers' perspectives of pre-service teachers' knowledge domains in science
dc.type	article