In-service teachers' perspectives of pre-service teachers' knowledge domains in science

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dc.contributor.authorBotha, Louiseen_ZA
dc.contributor.authorReddy, Chrisen_ZA
dc.date.accessioned2011-10-13T16:58:56Z
dc.date.available2011-10-13T16:58:56Z
dc.date.issued2011
dc.descriptionCITATION: Botha, L. & Reddy, C. 2011. In-service teachers' perspectives of pre-service teachers' knowledge domains in science. South African Journal of Education, 31(2):257-274, doi:10.15700/saje.v31n2a354.
dc.descriptionThe original publication is available at http://www.sajournalofeducation.co.za
dc.description.abstractThe concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher's lived experience. Pedagogical content knowledge (PCK) is described as a transformation of teacher knowledge from a variety of domains of knowledge, which includes subject matter knowledge, pedagogical knowledge, and knowledge about content. This exploratory study reports on in-service natural science teachers' inferences regarding preservice teachers' performance in natural science teaching, as observed during a practice teaching period. Perspectives of in-service teachers of the different knowledge domains of pre-service teachers during their final year were investigated. Semi-structured interviews, incorporating a specific set of open-ended questions, were conducted with in-service teachers following a practice teaching period of four weeks. The findings indicate that the in-service teachers rated the pre-service teachers positively in some knowledge domains but less positively in other knowledge domains. This has prompted some rethinking on the structure and presentation of the curriculum, in our undergraduate teacher education programme, to include and accommodate approaches that would enable better uptake of various knowledge domains and improve PCK development. © 2011 EASA.
dc.description.urihttp://www.sajournalofeducation.co.za/index.php/saje/article/view/354
dc.description.versionPublisher's version
dc.format.extent18 pages
dc.identifier.citationBotha, L. & Reddy, C. 2011. In-service teachers' perspectives of pre-service teachers' knowledge domains in science. South African Journal of Education, 31(2):257-274, doi:10.15700/saje.v31n2a354.
dc.identifier.issn2076-3433 (online)
dc.identifier.issn0256-0100 (print)
dc.identifier.otherdoi:10.15700/saje.v31n2a354
dc.identifier.urihttp://hdl.handle.net/10019.1/16917
dc.language.isoen
dc.publisherEducation Association of South Africa
dc.rights.holderAuthors retain copyright
dc.subjectTeachingen_ZA
dc.subjectTeachers -- In-service trainingen_ZA
dc.subjectTeachers -- Training ofen_ZA
dc.subjectScience -- Study and teachingen_ZA
dc.subjectScience teachersen_ZA
dc.titleIn-service teachers' perspectives of pre-service teachers' knowledge domains in scienceen_ZA
dc.typeArticle
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