Pre-Service Science Teachers Views of In-Service Science Teachers’ Pedagogical Content Knowledge

Gülcan Mıhladız; Betül Timur

doi:10.51724/ijpce.v3iSI.111

Authors

Gülcan Mıhladız Gazi University
Betül Timur Gazi University

DOI:

https://doi.org/10.51724/ijpce.v3iSI.111

Keywords:

Pedagogical Content Knowledge, Pre-Service Teachers, Science and Technology

Abstract

The aim of this study was to determine the pre-service science teachers’ views on Pedagogical Content Knowledge (PCK) expected to be possessed by science and technology teachers. With this aim, senior preservice science teachers’ evaluations of the science and technology teachers that they observed at primary schools while they were enrolled in the school experience course. A “Focus Group Interview” was realized with 10 pre-service teachers. The data were analyzed by “descriptive statistics and content analysis methods” and 5 themes were attained. The five themes are: subject matter knowledge, the knowledge of instructional method and strategies, the knowledge of science curriculum, the knowledge of assessment of students and pedagogical knowledge. Generally, the pre-service teachers saw a necessity of the following issues in teaching science and technology: i) sufficient subject matter knowledge and effective communication skills, ii) establishing a balanced authority, iii) following modern innovations, methods and techniques for teaching and training and implementing them successfully in classrooms, iv) effectively usage of the teaching materials, educational technology, and lab facilities.

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Author Biographies

Gülcan Mıhladız, Gazi University

Current employment at Burdur Mehmet Akif Ersoy Üniversitesi

Betül Timur, Gazi University

Current employment at Çanakkale Onsekiz Mart Universitesi

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