Abstract
This investigation adjusted the lesson study (LS) model for the initial teacher education aiming to examine its effect in the development of the pre-service teachers’ pedagogical content knowledge (PCK) namely, both their knowledge and understanding on how to transform a science topic to make it more understandable for the students. The LS topic was the speed of sound that is taught in the 8th grade. The PCK construct was evaluated, as well as and in terms of both PCK-topic specific knowledge and PCK-pedagogical knowledge. The participants on this investigation were three pre-service teachers. The data were collected through video recording of LS sessions. The qualitative data collection was combined with quantitative and qualitative analysis procedures. The results showed that the LS promoted an improvement on pre-service teachers’ PCK as well as in most of the aspects of both PCK-topic specific knowledge and PCK-pedagogical knowledge. PCK’s aspect’ ‘Strategies for pupil self-evaluation’ has not improved satisfactorily. These findings suggest that LS should be carried out during the training programs of the science PSTs.
Highlights
High-quality education is crucial to provide young people with the required knowledge, attitudes and practices towards the Sustainable Development covering the three dimensions - economic, social, and environmental - set out in the United Nations Sustainable Development Agenda 2030
The results showed that the lesson study (LS) promoted an improvement on pre-service teachers’ pedagogical content knowledge (PCK) as well as in most of the aspects of both PCK-topic specific knowledge and PCK-pedagogical knowledge
Answer to the Research Question 1. This investigation aimed to examine the effect of the LS in the development of the PCK of PSTs on the speed of sound to 8th grade students (RQ1)
Summary
High-quality education is crucial to provide young people with the required knowledge, attitudes and practices towards the Sustainable Development covering the three dimensions - economic, social, and environmental - set out in the United Nations Sustainable Development Agenda 2030. Students’ learning is influenced by teachers’ knowledge and performance in the classroom (National Commission on Teaching & America’s Future, 1996). Teachers need a robust and continuously renewed professional knowledge to be able to deal with the challenges that emerge in the classroom. It is important to stimulate the teachers’ pedagogical content knowledge (PCK) since their initial training (Baumert et al 2010; Kind, 2009, 2017; Nilsson & Loughran, 2012). Teachers reveal PCK for a given topic when they are able to engage learners, with diverse interests and abilities, by relating the topic concepts with others, using different topic’s representations or adapting the teaching approach (Shulman, 1986). The PCK might be somehow tacit (Korthagen & Kessels, 1999) or hidden (Baxter & Lederman, 1999) being difficult to collect evidences of this knowledge during the teacher professional activities (Schön, 1983). Loughran, Mulhall and Berry (2004) proposed a tool to capture and portray the science teachers’ PCK
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