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(Reference retrieved automatically from Web of Science through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

THE EFFECT OF TEACHER INSTRUCTIONS ON PRE-SERVICE TEACHER'S DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE

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Author(s):
Gastaldo, Brunno Carvalho [1] ; Homem-de-Mello, Paula [1] ; Leal, Sergio Henrique [1]
Total Authors: 3
Affiliation:
[1] Fed Univ ABC, Av Estados 5001, BR-09210580 Santo Andre, SP - Brazil
Total Affiliations: 1
Document type: Journal article
Source: PROBLEMS OF EDUCATION IN THE 21ST CENTURY; v. 73, p. 45-61, 2016.
Web of Science Citations: 0
Abstract

Trying to understand the knowledge base for teaching, the Pedagogical Content Knowledge (PCK) was proposed as the main teacher's knowledge. It amalgamates the specific knowledge and it is the difference between a teacher and a specialist. It can be both personal, deriving from practice, and canonical, which is cultural accumulation of what makes a good teacher. To acquire the last, preservice teachers (PSTE) take university classes, where theoretically their apprenticeship could be facilitated by the university teacher. Thus, it is important to understand how the university teacher best exerts his influence on PSTEs. In this paper; we show the impact of the university teacher interventions in the development of PCK based on analysis of a course taught to chemistry PSTE. The research was conducted in a qualitative approach, in a case study strategy. The classes from a chemistry teacher's course, from a federal university in Sao Paulo, Brazil were recorded for four months, to follow the development of the PCK. Qualitative forms of assessing the PCK, as CoRe, were used, and the tasks given by the teacher were collected to support the analysis. Our results show that the students `knowledge integration responds to teacher interventions, particularly when those were customised to each individual. When the intervention was made by means of written exercises the influence on PSTE was lower than orally and when made by peers even lower or null. Being so, teacher `s interventions could be considered an INUS condition for the development of PCK in those students. (AU)

FAPESP's process: 14/00211-4 - The role of interdisciplinarity on construction of pre-service teachers' pedagogical content knowledge: the case of UFABC
Grantee:Sérgio Henrique Bezerra de Sousa Leal
Support Opportunities: Regular Research Grants