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The development of chemistry teacher's PCK during professional development programs

Grant number: 16/16354-4
Support type:Scholarships abroad - Research Internship - Doctorate
Effective date (Start): February 01, 2017
Effective date (End): December 31, 2017
Field of knowledge:Physical Sciences and Mathematics - Chemistry
Principal Investigator:Carmen Fernandez
Grantee:Luciane Fernandes de Goes
Supervisor abroad: Ingo Eilks
Home Institution: Instituto de Química (IQ). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Local de pesquisa : University of Bremen, Germany  
Associated to the scholarship:14/14356-4 - Redox reactions: a proposal to develop the pedagogical content knowledge, BP.DR

Abstract

This proposal describes a research-based internship to study teacher's chemistry Pedagogical Content Knowledge (PCK) at the University of Bremen, Germany. Our main interest is learn how to promote professional development through pedagogical content knowledge. This knowledge is what distinguishes a teacher of other professions, it is the knowledge that enables teachers to make subject matter understandable for learners. Due to its characteristics it is important try to develop it during teacher training courses and, in this way, there is a need to analyse the development of teachers PCK as a result of an intervention, for example, a training course. This study intends to investigate and analyse how the development of PCK occurs in Germans chemistry teachers enrolled in a teacher education program for Chemistry teachers. In parallel we will conduct interviews with a few teachers from each of the phases to identify what different teachers are doing and how PCK is influencing the practice of teachers at different stages of their career. In this sense it is a cross-level study. After that we intend to develop a course for Brazilian chemistry teachers and compare the development of PCK at both contexts. Analysis will examine what ideas teachers learn and draw on during the tasks of teaching: planning, working with students, and reflecting. For the data analysis, we will be using pre-established categories presented in the literature models of teacher knowledge in order to be able to analyse the development of chemistry teachers' PCK and compare both group of teachers.