Work

Tools for Learning—Promoting Reflection for Student Teachers' Development of PCK

Year: 2025

Type: article

Abstract: ABSTRACT This paper investigates how the coherent integration of three different tools for reflection during a science methods course can contribute to student teachers' planning and enactment of science teaching, that is, their development of pedagogical content knowledge (PCK). The Refined Consensus Model (RCM) is used as a theoretical lens for conceptualizing links between teaching practice and the development of PCK. The results show how the student teachers' initial PCK (pPCKinput) was manifested into ePCK during planning and teaching, and further, through reflection, developed into a new and “richer” PCK (pPCKoutput). The three tools encouraged collaborative discussion and reflection about teaching certain big ideas linked to a topic. The case presented in this paper proved to be a coherent way to encourage student teachers to collaborate, reflect, and discuss ideas about their teaching practice and their professional development.

Source: Journal of Research in Science Teaching

DOI: 10.1002/tea.70002

Authors: Pernilla Nilsson, Anne‐Marie Cederqvist

Institution: Halmstad University

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,910