Understanding preservice teachers’ development of pedagogical knowledge practices when co-teaching primary science to peers
Hudson, Peter B. (2014) Understanding preservice teachers’ development of pedagogical knowledge practices when co-teaching primary science to peers. Journal of Science and Mathematics in Southeast Asia, 37(1), pp. 44-66.
Preservice teachers articulate the need for more teaching experiences for developing their practices, however, extending beyond existing school arrangements may present difficulties. Thus, it is important to understand preservice teachers’ development of pedagogical knowledge practices when in the university setting. This mixed-method study investigated 48 second-year preservice teachers’ development of pedagogical knowledge practices as a result of co-teaching primary science to peers. Data were collected through a survey, video-recorded lessons, extended written responses and researcher observations. The study showed how these preservice teachers demonstrated 9 of 11 pedagogical knowledge practices within the co-teaching arrangement. However, research is needed to determine the level of development on each pedagogical knowledge practice and how these practices can be transferred into authentic primary classroom settings.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2014 SEAMEO Regional Centre for Education in Science and Mathematics|
|Deposited On:||15 Jan 2015 02:50|
|Last Modified:||05 Dec 2016 13:37|
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