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 หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Preservice Physics Teacher’s Pathway of Pedagogical Content Knowledge Development in a Physics Methods Course: A Case Study) ผู้เขียน: นายขจรศักดิ์ บัวระพันธ์, อาจารย์ , ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractA study was conducted to explore the third-year preservice physics teachers’ development of pedagogical content knowledge (PCK) in the physics methods course offered in the second semester of the 2004 academic year at one Rajabhat University in Bangkok. A case study of Julie’s development of PCK was presented in this article. A multi-method evaluation was employed to collect data: pre- and post-lesson plans of force and motion; semistructured group interviews about written cases; observation of, and semistructured interview after, micro-teaching; and collection of related documents. The data was analyzed using a constant comparative method. The results revealed that Julie developed more understanding of each component of PCK in various degrees depending on her prior knowledge and experience. She also became aware of the importance of integrating components of PCK for effective teaching. The periods of PCK modeling of force and motion and micro-teaching were regarded as the important parts of a methods course which aimed for PCK development. |
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หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : The Development and Exploration of Preservice Physics
Teachers' Pedagogical Content Knowledge: From
a Methods Course to Teaching Practice) ผู้เขียน:นายขจรศักดิ์ บัวระพันธ์, อาจารย์, ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์, ดร.ภาวิณี ศรีสุขวัฒนานันท์, รองศาสตราจารย์, นางเพ็ญจันทร์ ซิงห์, รองศาสตราจารย์,  Mike Forret, Ian Taylor สื่อสิ่งพิมพ์:pdf AbstractThis study was conducted to describe four preservice physics teachers' development of pedagogical
content knowledge (PCK) from the PCK-based Physics Methods Course to teaching practice. A multi-method
evaluation was used to collect data: pre- and post-lesson preparation; a semistructured group interview about
cases; an observation of teaching and semistructured interview with preservice teachers after teaching; a
semistructured interview of cooperating teachers and university supervisors; and collection of related
documents. The constant comparative method was employed to analyze data. The results revealed that the
PCK-based Physics Methods Course potentially helped the participants to develop increased depth and breadth
of understanding of each component of PCK, and to progressively develop more complete topic-specific PCK
in the topic of "force and motion" by adding increasingly more complex relationships among components
of PCK. The periods of PCK modeling and micro-teaching were regarded as essential parts of the course.
During teaching practice however, the participants faced difficulties in transferring their topic-specific PCK
developed in the course into real practice. The school context and culture had a strong potential to affect
their development and implementation of PCK--the two most important factors were the supervision of the
cooperating teachers and the characteristics of the students. Holistically, the process of PCK development
was seen as an individual process, which depends on each participant's knowledge and experiences concerning
components of PCK developed prior to and during the course, and in teaching practice. |