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A Self-Study of a Thai Teacher Educator Developing a Better Understanding of PCK for Teaching about Teaching Science

Abstract

In this study, I, the first author as a Thai teacher educator employed self-study as a research methodology to investigate my own understandings, questions, and curiosities about pedagogical content knowledge (PCK) for teaching science student teachers and the ways I engaged student teachers in a field-based science methods course designed to help them to develop their PCK. Qualitative data gathered included: the syllabi, handouts, work submitted by student teachers, student teachers’ journal entries, my journal entries, and video recordings of my classroom teaching. Data were analysed using an inductive process to identify ways in which I attempted to enhance student teachers’ PCK. The contributions of this study are insights generated to help teacher educators think about how to support and develop student teachers’ PCK. Some of these contributions are enhancing teacher educators’ PCK for teaching science teachers, developing PCK for teaching science, and designing a science methods course in science teacher preparation programmes.

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Acknowledgments

We gratefully acknowledge the financial support of the Faculty of Education, Kasetsart University, Thailand.

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Correspondence to Chatree Faikhamta.

Appendix

Appendix

Table 3 A PCK framework for teaching science teachers adapted from Abell et al. (2009) and Veal and MaKinster (1999)

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Faikhamta, C., Clarke, A. A Self-Study of a Thai Teacher Educator Developing a Better Understanding of PCK for Teaching about Teaching Science. Res Sci Educ 43, 955–979 (2013). https://doi.org/10.1007/s11165-012-9300-7

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Keywords

  • Self-study
  • Pedagogical content knowledge
  • Science methods course
  • Science teacher education programme
  • Thailand