The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education

Autor(es)

Goes, Luciane F. ^[1] ; Fernandez, Carmen ^{[1, 2]} ; Eilks, Ingo ^[3]

Afiliação do(s) autor(es)

^[1] Univ Sao Paulo, Grad Program Sci Educ, BR-05508000 Sao Paulo - Brazil

^[2] Univ Sao Paolo, Inst Chem, Dept Chem, BR-05513970 Sao Paulo - Brazil

^[3] Univ Bremen, Inst Sci Educ, Dept Biol & Chem, D-28359 Bremen - Germany

• Tipo de documento: Artigo Científico
• Fonte: EDUCATION SCIENCES; v. 10, n. 7 JUL 2020.
• Citações Web of Science: 0

Resumo

This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers' pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK between those in pre-service teacher education and those working as teachers. The sample included four different groups: bachelor's students, master's students, graduate teacher trainees, and in-service teachers. Data were collected by an online questionnaire and semi-structured interviews. The online questionnaire was developed based on misconceptions and learning difficulties regarding redox reactions. Sixty-two participants answered the questionnaire and the interviews were carried out with twelve participants. The results revealed that teaching experience makes a difference. Pre-service teachers described quite traditional and content-focused approaches while experienced teachers emphasized the application of the content. Experienced teachers showed a more developed repertoire of instructional strategies. Participants differed also in their knowledge about learners and the curriculum. Concerning assessment, practices were at a quite general pedagogical knowledge level and not domain-specific. Although teacher education in Germany includes several chances for internships, it is suggested that central aspects of teachers' PCK start to develop and settle only when they begin to work as teachers. To avoid perpetuating traditional practices, investment in continuous professional development is needed. (AU)

• Processo FAPESP: 13/07937-8 - Redoxoma
• Beneficiário: Ohara Augusto
• Modalidade de apoio: Auxílio à Pesquisa - Centros de Pesquisa, Inovação e Difusão - CEPIDs
• Processo FAPESP: 14/14356-4 - Reações redox: uma proposta para desenvolver o conhecimento pedagógico do conteúdo
• Beneficiário: Luciane Fernandes de Goes Bazetti
• Modalidade de apoio: Bolsas no Brasil - Doutorado
• Processo FAPESP: 16/16354-4 - O desenvolvimento do PCK de professores de química durante cursos de formação profissional
• Beneficiário: Luciane Fernandes de Goes Bazetti
• Modalidade de apoio: Bolsas no Exterior - Estágio de Pesquisa - Doutorado