 |
Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article
8 (June, 2007) Deborah CORRIGAN A frame for the development of preservice science teachers |
A frame for the development of preservice science teachers
Deborah CORRIGAN
Centre for Science, Maths and Technology Education
Faculty of Education
Monash University
AUSTRALIAE-mail: deborah.corrigan@education.monash.edu.au
Received 3 Apr., 2007
Revised 12 Jun., 2007
Contents
- Abstract
- Introduction
- Knowledge Domains for Teaching Science
- Understanding the Facets of Pedagogical Knowledge and Pedagogical Content Knowledge
- Chemistry Education – An example of a preservice science teacher development course
- Mapping of knowledge domains in the intended curriculum
- Preservice chemistry teachers responses
- Some implications
- References
This paper describes how a frame has been used to articulate the intentions of a preservice chemistry education course to students of that course. The frame, which draws on appropriate knowledge bases for teachers of science, is also used through the teaching of the course as a diagnostic and development tool to assist the learning of these preservice teachers. However, the success of using such a frame also relies on the use of reflective tools to monitor student learning, such as learning logs and portfolios. The paper also presents evaluations from students on the success of using this frame in this preservice chemistry teacher education course.
Copyright (C) 2007 HKIEd APFSLT. Volume 8, Issue 1, Article 8 (June, 2007). All Rights Reserved.
