| Popis: |
Subject matter and pedagogy have been components of teacher education since its origin, and research shows that they will continue to be debated in research and policy circles (Sosniak, 1999). Both components of teacher education are necessary, and research exists in both areas; however, explicit research about the content knowledge involved in effective teaching is lacking. This study focuses on the content knowledge of effective secondary science teachers and the role their content knowledge plays in planning and instruction. Case studies were developed for National Board Certified chemistry teachers. Data collected included classroom observations, interviews, concept maps, and classroom materials. The data were analyzed using the theoretical frameworks of Wertsch (1998), Shulman (1987), and Applebee (1996), and five themes were revealed. First, the teachers had various depths of content knowledge. Second, all of the teachers had experience working in a scientific laboratory; they had experience “doing” science. Third, each of the teachers planned with the goals of their students in mind. Fourth, all of the teachers were able to relate chemistry to the lives of their students. And finally, each of the teachers cited the context of his or her situation as being integral in decision making regarding planning and instruction. These findings were compared with literature in science teacher education to extend the possible implications. The themes have implications for teacher education programs, including the importance of 1) student knowledge, 2) discussing content in relationship to teaching, 3) scientific laboratory research, and 4) determining good and bad instructional representations. |
