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

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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