Unravelling student science teachers' pPCK development and the influence of personal factors using authentic data sources

Ineke Henze, Erik Barendsen

Research output: Chapter in Book/Conference proceedings/Edited volumeChapterScientificpeer-review

Abstract

In this chapter, we discuss a methodology to analyse student teachers' personal pedagogical content knowledge (pPCK) development in a chemistry teacher education programme using PCK-oriented forms for lesson planning, evaluation and reflection. We unravel the student science teachers' development of pPCK in terms of (1) developmental steps, (2) pPCK components and (3)moderating personal factors. Our method relies on authentic data sources only, namely student teachers' products based on assignments in their teacher training programme. By combining three analytical frameworks, we were able to characterise individual differences within the student teachers' pPCK development for chemistry teaching. Such results can inform new ways of tailored scaffolding of this development in student teachers.

Original languageEnglish
Title of host publicationRepositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science
EditorsA. Hume, Rebecca Cooper, Andreas Borowski
PublisherSpringer
Pages201-221
ISBN (Electronic)9789811358982
ISBN (Print)9789811358975
DOIs
Publication statusPublished - 2019

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    Henze, I., & Barendsen, E. (2019). Unravelling student science teachers' pPCK development and the influence of personal factors using authentic data sources. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science (pp. 201-221). Springer. https://doi.org/10.1007/978-981-13-5898-2_9