Pre-service Science Teachers’ Professional Learning Through Content Representations (CoRes) Construction

Year 2019, Volume: 7 Issue: 4, 1263 - 1275, 15.12.2019

Chokchai Yuenyong , Warangkana Thongnoppakun

Abstract

This study aims to develop preservice
science teachers’ PCK for teaching
science throughout Content representations (CoRes) construction activity of teacher
professional development program.
Research participants are three 5th year preservice science teachers
from department of General Science, faculty of Education, Phuket Rajabhat
University. Park and Oliver (2008) PCK
conceptualization was used as a theoretical framework in this research. And, Content
representations (CoRes) by Loughran et al. (2004) was employed as a
research instrument in the lesson preparation process in order to elicit and
portray teacher’s PCK for teaching
science. Data are collected
from the first preservice science teachers’ CoRes design for teaching a given topic
and student grade. Science student
teachers are asked to create
CoRes for teaching in topic ‘Motion in one
direction’ for 7th grade students.
The second CoRes designs are created for teaching their own lesson in school
practicum. The development of
preservice science teachers’ PCK for teaching
science represent from the analysis of CoRes design. The instances of preservice science
teachers’ PCK in aspects of
science curriculum and student’ s understanding of
science is articulated and portrayed during lesson preparation using CoRes
design. The resultant CoRes
design and discussions indicate that the process of CoRes construction does
have potentials for preservice science teachers’ PCK development.

Keywords

Pedagogical content knowledge, preservice science teacher

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