Interactions among Components of Pedagogical Content Knowledge of Science Teachers in a Teacher Learning Community

Jungeun Yang, Aeran Choi

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to examine interactions among components of pedagogical content knowledge of middle school science teachers in a teacher learning community targeting science practice-based instruction. Data collection consisted of pre and post questionnaire and interview with each of five science teachers, audio-recording of teacher discussion in a teacher learning community, lesson plans, teacher written reflection, and video-recording of teaching practice. Qualitative data analysis revealed that there were two types of interactions, i.e., one-way interaction and two-ways interaction among components of pedagogical content knowledge of science teachers in a teacher learning community. There were also consecutive interactions as well as one-shot interaction. For two-ways interaction there were synchronous two-ways interaction in a teacher learning community meeting as well as consecutive two-ways interaction along with several meetings. This study provides implications that collaborative learning context in a teacher learning community should stimulate various types interactions among components of pedagogical content knowledge.

Original languageEnglish
Pages (from-to)15-30
Number of pages16
JournalJournal of the Korean Chemical Society
Volume66
Issue number1
DOIs
StatePublished - 20 Feb 2022

Keywords

  • Interaction among pedagogical content knowledge
  • Science practice
  • Teacher learning community

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