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SUMMARY:Using CoRes to promote the development of PCK in pre-service scien
 ce and chemistry teacher education - Anne Hume\, Waikato University\, Scho
 ol of Education
DTSTART:20091027T170000Z
DTEND:20091027T183000Z
UID:TALK21176@talks.cam.ac.uk
CONTACT:Bryony Horsley-Heather
DESCRIPTION:This paper presents findings from an exploratory study into a 
 science teacher education initiative that seeks to build the foundations o
 n which novice teachers can begin developing their pedagogical content kno
 wledge (PCK).  The initiative involved the use of Content Representations 
 (CoRes)\, which were originally developed as part of a strategy for explor
 ing and gaining insights into the PCK of expert science teachers. As the s
 tudent teachers explored existing CoRes the course lecturer saw potential 
 for more effectively developing their PCK through engaging them in constru
 cting their own CoRes for new topics.  When given the opportunity\, studen
 t teachers found the task challenging and their lack of classroom experien
 ce and experimentation proved to be a limiting factor.  However\, the cont
 ribution such a task could make to their future PCK development remained a
  distinct possibility in the lecturer’s view.  In the following year she
  carefully scaffolded the learning prior to CoRes construction such that t
 he student teachers could more readily access relevant knowledge when atte
 mpting such a task.  Their resultant CoRes and comments indicate that with
  appropriate and timely scaffolding the process of CoRes construction does
  have the potential for PCK development for novice teachers.
LOCATION:GS1\, Donald McIntyre Building\, Faculty of Education\, 184 Hills
  Road\, Cambridge
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