Knowledge and teaching: foundations of the new reform shulman!uilds his foundation for teaching reform on an idea of teaching that em"hasi#es com"rehension and reasoning$ transformation and re%ection this is &usti'ed he writes$!( the resoluteness with research and "olic( ha)e so!latantl( ignored those as"ects of teaching in the "ast to articulate and
Knowledge and teaching: foundations of the new reform shulman!uilds his foundation for teaching reform on an idea of teaching that em"hasi#es com"rehension and reasoning$ transformation and re%ection this is &usti'ed he writes$!( the resoluteness with research and "olic( ha)e so!latantl( ignored those as"ects of teaching in the "ast to articulate and
Knowledge and teaching: foundations of the new reform shulman!uilds his foundation for teaching reform on an idea of teaching that em"hasi#es com"rehension and reasoning$ transformation and re%ection this is &usti'ed he writes$!( the resoluteness with research and "olic( ha)e so!latantl( ignored those as"ects of teaching in the "ast to articulate and
knowledge and teaching: foundations of the new reform Shulman
!uilds his foundation for teaching reform on an idea of teaching that em"hasi#es com"rehension and reasoning$ transformation and re%ection this em"hasis is &usti'ed he writes$ !( the resoluteness with research and "olic( ha)e so !latantl( ignored those as"ects of teaching in the "ast to articulate and &ustift this conce"tion$ Shulmam res"onds to four *uestions: what are the sources of the knowledge !ase for teaching+ conhecimento e ensino: fundamentos da nova reforma. Shulman constri a sua fundao para o ensino de reforma em uma idia de ensino que enfatiza a compreenso e raciocnio, transformao e reflexo. Essa nfase !ustificada, escreve ele, pela firmeza com a investi"ao ea poltica tm to descaradamente i"norado os aspectos do ensino no passado. articular e !ustift esta concepo, Shulmam responde a quatro per"untas: quais so as fontes da #ase de conhecimento para o ensino$ South African Journal of Education Print version ISSN 0256-0100 S. Afr. j. educ. vol.31 no.2 Pretoria 2011
ARTICLES
In-service teachers' perspectives of pre-service teachers' knowledge domains in science
M L otha ! " C # S Redd$
ASTRACT The 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 incl!des s!b"ect matter knowledge pedagogical knowledge and knowledge abo!t content. This exploratory st!dy reports on in#service nat!ral science teachers' inferences regarding pre#service teachers' performance in nat!ral science teaching as observed d!ring a practice teaching period. Perspectives of in#service teachers of the different knowledge domains of pre#service teachers d!ring their final year were investigated. $emi#str!ct!red interviews incorporating a specific set of open#ended %!estions were cond!cted with in#service teachers following a practice teaching period of fo!r weeks. The findings indicate that the in#service teachers rated the pre#service teachers positively in some knowledge domains b!t less positively in other knowledge domains. This has prompted some rethinking on the str!ct!re and presentation of the c!rric!l!m in o!r !ndergrad!ate teacher ed!cation programme to incl!de and accommodate approaches that wo!ld enable better !ptake of vario!s knowledge domains and improve PCK development. %e$words& in#service teachers& pedagogical content knowledge& pre#service teachers& teacher knowledge
Introd'ction 'n order to improve professional development in pre#service teachers (teachers in training) in partic!lar learning comm!nities need to be established between schools and tertiary ed!cation instit!tions between experienced mentor teachers (in#service teachers) and pre#service teachers as well as between teacher ed!cators and in#service teachers ((gbo )**+). (gbo ()**+) arg!es that collaboration within professional development comm!nities and learning comm!nities alike co!ld be seen as ,learning abo!t teaching and teaching abo!t learning,. This learning from one another co!ld only be possible when one of the parties-participants is an experienced teacher-mentor or teacher ed!cator. This symbiotic collaboration also provides sol!tions for conc!rrent effective teacher ed!cation and therefore the improvement of the preparation of pre#service teachers ((gbo )**+). (itken and .ildon (/00)) are of the opinion that pre#service teachers ,need to talk to more experienced teachers, on their way to becoming %!alified teachers. There is a need for experienced mentors at the schools where pre#service teachers do their practical training ((itken 1 .ildon /00)2++). (ccording to $ikes (/00)234) the older teachers have longer#term perspectives on teaching and learning since they ,have seen it all before,. 't is therefore also tr!e that experiences in science teaching accompanied by ac%!ired knowledge develop over time. 5embal#$a!l $tarr and Kra"cik (/000) mention that pre#service teachers observing experienced teachers d!ring the practice teaching period might maximise the %!ality of the pre#service teachers. The research presented here was foc!sed on the interaction between pre#service teachers and in#service teachers d!ring a practice teaching period. 6e relied on the practical knowledge and PCK of teachers as the reference for making "!dgements on pre#service teachers' competencies in nat!ral science teaching and th!s their PCK. The %!estions ((ppendix () presented to the in#service teachers d!ring the semi#str!ct!red interviews g!ided their "!dgements of pre#service teachers. 6e analysed the data in terms of o!r framework developed from vario!s a!thors as described in the next section. This article therefore reports on the st!dy of in# service teachers' perspectives of pre#service teachers' knowledges of nat!ral science teaching by applying .agn!sson Kra"cik 1 7orko's (/000) criteria for PCK to interpret the comments made by the in#service teachers d!ring the interviews.
Theoretical framework $h!lman originally concept!alised the constr!ct of Pedagogical Content Knowledge (PCK) in /089. The key elements in his definition are knowledge of representations of s!b"ect matter and the !nderstanding of specific learning diffic!lties and st!dent conceptions. :rossmann (/00*) identified fo!r distinct components of PCK2 knowledge and beliefs for teaching s!b"ect matter& knowledge of st!dents' !nderstanding conceptions and misconceptions of partic!lar topics in a discipline& knowledge of the c!rric!l!m& and knowledge of instr!ctional strategies and representations. 'n elaborating on these aspects .agn!sson Kra"cik and 7orko (/000) concept!alised five criteria for PCK2 orientations towards teaching science knowledge and beliefs of science c!rric!l!m knowledge of st!dents' !nderstanding of science knowledge of assessment in science and knowledge of instr!ctional strategies. (ccording to Carlsen (/000) PCK is a form of teacher knowledge and it incl!des five general knowledge domains2 general ed!cation context specific ed!cation context general pedagogical knowledge s!b"ect matter knowledge and PCK. ;ig!re / (adapted from Carlsen /000) represents a reform!lation of science teacher knowledge as p!blished by a!thors s!ch as $h!lman (/089) :rossman (/00*) and .agn!sson et al. (/000). 't follows therefore that to attain an !nderstanding of science and the development of scientific knowledge while taking into consideration the needs of diverse gro!ps of learners teachers will have to display differentiated and integrated knowledge domains to effectively design and g!ide learning experiences. (n opport!ne time to ascertain knowledge of a teacher or pre#service teacher's knowledge regarding teaching is d!ring their practice teaching period as it is the ind!ction period of pre# service teachers into teaching. Carlsen (/000) mentions that the ind!ction period to teaching is a ,wonderf!l, time to examine teacher knowledge as it provides a space where conceptions of s!b"ect matter are manifested in ,different places in different ways,. 't is therefore necessary to tap from the competence of the in#service teachers to '"!dge' or make inferences abo!t the knowledges regarding science teaching of o!r pre#service teachers. 'n referring to statements and observations made by the in#service teachers as well as %!estions they sometimes ask while teaching .agn!sson et al. (/000) %!ote the following2 '6hat shall ' do with my learners to help them !nderstand nat!ral science<' '6hat materials and reso!rces are there to help me<' '6hat are the learners' pre#knowledge abo!t nat!ral science< 6hat do they find diffic!lt<' '=ow best shall ' assess what my learners have learned<' They arg!e f!rther that these %!estions which describe pedagogical content knowledge (PCK) are central to identifying the knowledge that disting!ishes the skilled in#service teacher from the pre#service teacher ($h!lman /089). 'n o!r teacher ed!cation programme we teach the intended c!rric!l!m for schools as set o!t in the policy doc!ments (>$( )***). Content areas and o!tcomes for nat!ral sciences are highlighted and disc!ssed in terms of the national c!rric!l!m. 'n this way we deal with c!rric!l!m as policy and the intended c!rric!l!m for schools. Professional ed!cation incl!des the roles for teachers and the competencies as presented in the policy doc!ments. ?!ring o!r analysis of the doc!ments we were able to link some of the prescribed roles for teachers to the criteria for PCK as presented by .agn!sson et al. (/000)(Table / (ppendix 7). The concept of PCK is mostly theoretical and has not actively been introd!ced into o!r teacher training programme or applied in schools. ;or this reason the concept seemed to be far removed from the daily practice and concept!al framework of in# service teachers. Therefore the %!estions form!lated for the interviews consisted of separate concepts for content knowledge knowledge of pedagogy and knowledge of c!rric!l!m concerning the pre#service teachers as related by the in#service teachers. The concepts of PCK developed by $h!lman (/089) :rossman (/00*) and .agn!sson et al. (/000) were !sed to develop an analytical framework which was considered d!ring the thematic analysis of the taped and transcribed interviews. Policy doc!ments foc!sing on the changed pedagogy of both pre#service teachers and in#service teachers form the key to the transformation of teaching in $o!th (frican schools and define the roles and competencies that the teacher m!st be able to perform. These roles incl!de2 @ Aearning mediator& @ 'nterpreter and designer of learning programmes and materials& @ Aeader administrator and manager& @ $cholar researcher and lifelong learner& @ (ssessor& @ Aearning area-s!b"ect-discipline-phase specialist. Competencies related to these roles are fo!ndational competency practical competency and reflexive competency. These roles and competencies are cr!cial facets according to which knowledge skills and val!es of a competent professional teacher will be identified (Borms and $tandards )***). Teachers' knowledge beliefs and attit!des abo!t ed!cation Cnat!ral science teachingD have a profo!nd effect on all aspects of their teaching (Carlsen /00/ /00+& ?obey 1 $chafer /083& Koster 7rekelmans Korthagen 1 6!bbels )**4& Bespor /08E& $mith 1 Beale /00/). $ome of this research was framed by the concept!alisations developed by $h!lman and his colleag!es concerning the diverse domains that teachers !se when planning and teaching (:rossman /00*& $h!lman /089). Two ma"or contrib!tions of this work were the acknowledgement of the importance of s!b"ect#specific knowledge in effective teaching and the identification of a type of knowledge that was seen to be !ni%!e to the profession of teachers known as pedagogical content knowledge. These co!ld be seen as developing from a teacher's knowledge of content and knowledge of pedagogy. (ltho!gh the concept of domains of knowledge (incl!ding PCK) has been !sed in ed!cation as a vehicle to !nderstand how teachers concept!alise and organise their teachings it seems to be not !niversally accepted as PCK. .any a!thors have placed knowledge in vario!s categories resembling PCK. Fxamples of s!ch categories are2 domain knowledge (Carlsen /00/& =ong et al. )**8) teacher competencies (7arnes 1 Bobles /000& Casey /000& Koster et al. )**4) academic knowledge and skills (7arnes 1 Bobles /000) and s!b"ect#oriented methodological comm!nicative and organisational competencies (Korthagen )**3). (ccording to $toof .artens and .errienboer ()***) competency is defined by the levels of integration of knowledge skills and attit!des which f!rther define a good (nat!ral science) teacher. Table / ((ppendix 7) provides a s!mmary of the five criteria for PCK as s!ggested by .agn!sson et al. (/000) linked to the roles prescribed by the policy doc!ments (>$( )***). These five criteria and roles relate to many of the categories previo!sly shown in ;ig!re /. Flements of overlap were fo!nd between the different knowledges defining characteristics of PCK and the expectations of the policy doc!ments regarding the roles and competencies of a good science teacher. 't is therefore clear that the ac%!isition of PCK sho!ld start in the pre#service training phase of teachers (Aankford )*/*). =owever the reality is that teachers hold inade%!ate conceptions of the nat!re of science which may be translated as being positivist in the sense that they believe the s!bstantive content of science is fixed and !nchangeable rather than tentative (Gan ?riel Gerloop 1 ?e Gos /008). The effect of this is that nat!ral science is presented to learners by teachers as a body of knowledge with proven facts and tr!ths and st!dents !ltimately foc!s on memorising facts with the res!lt that they lack the intellect!al skills in science to allow them to ass!me their roles in society ade%!ately ($yh#Hong )**E). :oodno!gh ()**9) points o!t that at the end of their teacher training co!rse in nat!ral science pre#service teachers are expected to comply with re%!ired skills attit!des and dispositions in order to deal with the ongoing adaptations in the classroom environment. This statement can also be related to the ed!cational environment in $o!th (frica. 'f their roles and competencies as teachers are not ade%!ately developed pre#service teachers will be ill prepared to commence their roles as competent teachers.
Research design ?rawing on both the criteria for PCK (.agn!sson et al. /000) and the content of the policy doc!ments semi#str!ct!red interview %!estions were constr!cted and administered to in#service nat!ral science teachers
Conte(t The st!dy was cond!cted within a larger pro"ect whose p!rpose was to adapt the 7Fd co!rse for teachers to align with the c!rric!l!m re%!irements for ed!cation as set o!t in the policy doc!ments of the ?epartment of Fd!cation. This exploratory st!dy was done in collaboration with in#service teachers to establish their perspectives on o!r st!dents' 'performance'. The concept of PCK was chosen as this approach links to the roles for ed!cators in the policy doc!ments and the re%!irements thereof for o!r teachers and teachers in training. This specific research p!rpose was to ascertain the different levels or domains of knowledge displayed by pre#service teachers as perceived by their in#service teacher mentors d!ring teaching practice at different primary and secondary schools. (s in#service teachers are often not familiar with the term PCK %!estions disc!ssed d!ring the interviews were form!lated in relation to the different domains of knowledge (Carlsen /000) from which data were generated. Pre#interview disc!ssions were held regarding the policy doc!ments and the teachers !nderstanding of the norms and standards.
Sample The method of sampling for this st!dy may be termed p!rposive sampling since the participants were chosen with specific criteria in mind. Pre#service teachers cond!cted their practice teaching at schools with learners from different socio# economic gro!ps as well as co#ed and single#gender schools. The teacher participants were selected on the basis that they were expert mentors assigned to the pre#service teachers whose !nderstanding of the different knowledges within nat!ral science teaching were being investigated. 6e are of the opinion that the expert mentors are experienced teachers whose domains of knowledge enable them to teach well. These in#service teachers were identified as expert mentors regarding their teaching experience and %!alifications& 7Fd degree or =?F (higher diploma in ed!cation). They also form part of the learning comm!nity established between the schools where pre#service teachers do their teaching practise and o!r instit!tion of higher ed!cation. Aearning comm!nities are important for s!pport interaction as well as networking between new teachers experienced teachers Cexpert mentorsD and teacher ed!cators (Ftkina )*/*) These expert mentors were re%!ired to do some of the teaching assessments and observe the pre#service teachers who were presenting nat!ral science lessons that they were re%!ired to teach d!ring teaching practice. This incl!ded observation of teaching methods content area acc!racy practical competencies and dealing with diversity in classrooms according to observation sched!les s!pplied by the instit!tion. The sample for this st!dy consisted of in#service teachers at fo!r secondary schools and two primary schools which were sampled p!rposively to reflect the disparate socio#economic stat!s of different comm!nities and schools in $o!th (frica and to accommodate the possible differences between single#gender and co#ed schools. The // participants consisted of in#service teachers from the vario!s schools where o!r pre#service teachers were placed for teaching practice for a period of nine weeks2 six female teachers and five male teachers. $ix schools were selected2 two primary and fo!r secondary schools. $econdary schools were chosen according to the socio#economic stat!s of the comm!nities that the schools served and also whether they were single#gender (two schools) or co#ed schools (two schools). The segregated boys' and girls' schools were academically top#performing schools while the one co#ed school served middle to !pper middle#class comm!nities and the other a lower to middle#class comm!nity. 7oth the primary schools were co#ed schools. Ine school was !nofficially %!alified as serving an !pper middle#class comm!nity& the other school served a lower middle#class comm!nity consisting mainly of the economically disadvantaged gro!ps. ;or the p!rposes of this st!dy the schools are referred to as $chool ( 7 C ? F and ; to ens!re anonymity as well as for ethical reasons.
)ata collection and anal$sis :iven the exploratory nat!re of this st!dy and the fact that the aim of the st!dy was to ascertain some perspectives of in#service teachers regarding the performance of the pre#service teachers assigned to them the semi#str!ct!red interview method was considered to be the most appropriate. The arg!ment in favo!r of the appropriateness of interviews for this specific st!dy is s!pported by ?enscombe ()**E2/*0#/+8) who notes that the interview is s!itable for investigating s!btle and more complex phenomena that may consist of sensitive information of a personal nat!re as well as for accessing privileged information from certain individ!als willing to f!rnish the researcher with this kind of information2 ,... the interviewer still had a clear list of iss!es to be addressed and %!estions to be answered ... the interviewer is more flexible in terms of the order which the topics are considered ... to let the interviewee develop ideas and speak more freely ..., Permission was obtained from the 6estern Cape Fd!cation ?epartment to cond!ct the semi#str!ct!red interviews at the identified schools with the chosen in#service teachers who signed a consent of participation form. (ll the interviews were a!dio# taped and transcribed& field notes were also taken d!ring and after interviews to identify common topics within the responses. Teachers were ass!red of confidentiality and anonymity as agreed d!ring the initial pre#interview disc!ssion. The first step in analysing the data was following processes of Thematic (nalysis as disc!ssed by 7ra!n and Clark ()**9). These data gathered from the semi# str!ct!red interviews were coded according to the responses of the in#service teachers and linked to the criteria for PCK as o!tlined in Table / ((ppendix 7). Aabels were assigned to the !nits of text from the transcripts and field notes that most closely resembled the mentioned criteria for PCK. ( process of comparison was engaged concerning the responses of the different teachers at the vario!s schools visited. These responses were finally gro!ped into the same concept!al categories represented by the different criteria for PCK and doc!mented. Ainks were established between the criteria and the findings from the interviews and these will be disc!ssed in the following section.
Res'lts and disc'ssion of the res'lts The res!lts were linked to the five criteria for PCK as described by .agn!sson et al. (/000). These served as a framework for analysis of opport!nities for PCK in the school c!rric!l!m and to recognise the level of pre#service teachers' experience of PCK (different knowledge domains) in the context of the c!rric!l!m. The findings displayed that the st!dents complied with some of .agn!sson et al.'s (/000) criteria for PCK and were lacking in others. Ftkina ()*/*) arg!es that some aspects of PCK co!ld only be formed d!ring the preparation years of a teacher and that each teacher develops their own PCK with teaching experience. Th!s it became evident d!ring this st!dy that the development of so!nd PCK is cr!cial d!ring the training of pre#service teachers as also emphasised in the policy doc!ments. The awareness of the in#service teachers regarding the above criteria and their perspectives of the pre#service teachers are reflected in the following disc!ssion. (ccording to the first criterion orientations toward teaching science are generally organised according to the emphasis of the instr!ction content and reso!rce material on a contin!!m from p!rely process# or content#based to that of being in%!iry#based Cproblem#solvingD. 't became clear from the interviews cond!cted with in#service teachers that pre#service teachers are mostly content#driven and that they str!ggle to translate the theory into practice (schools ( 7 C ? and ;). =owever in one school (school ;) the teachers felt that the st!dents were too content#driven and then sometimes did not pay attention to the nat!re of the learners. Inly school F mentioned that there might be 'gaps' in their (pre#service teacher) content knowledge. The responses from the in#service teachers were linked to criterion / for PCK as described by .agn!sson et al. (/000). The responses are %!oted verbatim and some were translated from (frikaans as indicated in each relevant instance. The girl that was here was over and above on her knowledge, she was fantastic. One provides the content they have to do but they do a lot of research. The content knowledge is definitely there. (Translated from (frikaans) In connection with the curriculum and methods they are quite up to date; it is only the content knowledge that needs experience. (Translated from (frikaans) The students have a positive attitude ... they do not necessarily have all the subect knowledge, but they know where to find it. (Translated from (frikaans) The application of the skills that they learn to the practical part is not yet completely evident, that is the translation of theory to practice. (Translated from (frikaans) In the beginning he ust tries to transfer the theory. (Translated from (frikaans) The university students were very content!driven and very task!oriented. (Translated from (frikaans) Pre#service teachers demonstrate an !nderstanding of science and science knowledge altho!gh it is felt that pre#service teachers are !p to date with the c!rric!l!m and methodology there seems to be some lack of s!b"ect content knowledge. ;!rthermore it is mentioned that pre#service teachers find information and reso!rce material to f!lfill the role of interpreter and designer manager and administrator. The second criterion knowledge of science c!rric!l!m consists of two parts2 (/) the knowledge of goals and ob"ectives which incl!des knowledge of national doc!ments that o!tlines frameworks for decision making and ()) knowledge of programmes that are relevant to a partic!lar domain of science. Concerning the first part the in#service teachers seemed to agree that some of the pre#service teachers had ac%!ired and were !p to date with all the necessary knowledge concerning the c!rric!l!m and national doc!ments (schools 7 and F) as can be derived from the following %!otes. $chools ( C ? and ; felt that pre#service teachers need more !p#to#date knowledge abo!t national doc!ments2 "egarding the curriculum and methods, they appear to be quite up to date. (Translated from (frikaans) They have knowledge of the curriculum. (Translated from (frikaans) I feel that they do not necessarily have knowledge of the curriculum when they arrive here, but they do ask about it. (Translated from (frikaans) =owever regarding the second part the knowledge of programmes that are relevant to a partic!lar domain the perceptions of the in#service teachers showed a lack of !nderstanding and knowledge in one of the specific domains (schools ? F and ;) of the nat!ral science c!rric!l!m namely 'Farth and 7eyond' which has a distinct characteristic of geography2 If I did not have geography at school until matric, I would have struggled with #$arth and %eyond#, which is more geography ... (Translated from (frikaans) The above weak point-deficiency was raised as a concern from a novice in#service teacher who had completed her teacher training the previo!s year. 'n s!pport of the points made regarding the specific domain of 'Farth and 7eyond' the experienced in#service teachers voiced a similar concern ill!strated in the following comments2 The part of the learning areas that needs more attention is the one on #$arth and %eyond#, which is actually part of geography and biology, this part is thus being neglected and needs more attention. The students seem to be wary of this area. (Translated from (frikaans) 't is clear that policy doc!ments are cons!lted and that there is an !nderstanding of the prescribed c!rric!l!m. Certain learning areas are of concern as this is neglected d!ring the pre#service training and need more attention. This links to the role of ed!cator and s!b"ect specialist which will develop more over time and with experience (Ftkina )*/*). The third criterion for PCK refers to the knowledge of learners' !nderstanding of science with the characteristic of the teacher having the knowledge abo!t st!dents to help them develop scientific knowledge. 't consists of two parts2 (/) knowledge of re%!irements for learning incl!ding prere%!isite knowledge and approaches to learning and ()) knowledge of areas of learner diffic!lty referring to topics learners find diffic!lt to learn. Teachers in schools ( and 7 felt that pre#service teachers start to know how to react to different types of learners after cond!cting a few classes altho!gh teachers in school C and ; felt that the pre#service teachers need more skills to adapt to the needs of the different learners and that they sho!ld pay more attention to whom the learners are as people. 't is diffic!lt to reconcile respect and discipline in diverse classes and teachers felt that they need more s!pport in dealing with these iss!es. They enquire as to what the children already know. (Translated from (frikaans) &ith experience they 'pre!service teachers( learn ... It 'knowledge of discipline( comes with experience ... (Translated from (frikaans) They must also be able to adapt to the different needs of the children, and be able to adapt to the type of child that they are working with. (Translated from (frikaans) The discipline part needs more attention. (Translated from (frikaans) They need 'support or assistance with( on conflict management. (Translated from (frikaans) (ccording to two of the schools (schools ( and F) diffic!lty is displayed in the topic of Flectricity and Fnergy within the Bat!ral $cience c!rric!l!m as the learners do not grasp the concept of an atom. There also seems to be diffic!lty in the link between learning areas as well& contin!ing with one topic in a specific learning area and not making a proper link to similar topics in another learning area creates misconceptions amongst learners (school F). ... you cannot tell a )r * learner that electricity comes from nuclear power and the splitting of atoms if they do not know what an atom is ... (Translated from (frikaans) ... you cannot ump from electricity to energy in plants ... learners do not understand it ...(Translated from (frikaans) (ccording to =ong =orng Ain and ChanAin ()**8) a disparity exists between pre# service teacher ed!cation and the in#service "ob re%!irements. 't may therefore be inferred from the above comments recorded d!ring this st!dy that the pre#service teachers do not yet have the re%!ired awareness of learners' !nderstanding of science and learning diff!c!lty and th!s the pre#service teachers do not f!lly comply with this specific criterion of PCK and the role as mediator. The fo!rth criterion is concept!alised in the knowledge of assessment consisting of the knowledge of the dimensions of science learning to be assessed and the methods of assessment. 'n comments from the in#service teachers emphasis is placed on the fact that the pre#service teachers need more training in the administering and !se of assessment (schools C and ?). $chools ( and 7 indicated that pre#service teachers co!ld not demonstrate assessment skills as their practice teaching period did not allow eno!gh time. The teachers of school F felt that the assessment methods were too complicated even for them and that they had to do too m!ch administrative work and paperwork. Components like knowledge of assessment and knowledge of instr!ctional strategies are of some concern as indicated by the following %!otes2 +tudents must receive more training on how to assess and how to use it. (Translated from (frikaans) ,ssessment and the design of rubrics leave an open space. (Translated from (frikaans) ... practicum time is too short, because the student has to take the learners from the beginning through to assessment in order to be able to understand it ... and ... short time of practicum does not allow them to assess it effectively. ,ssessment is a problem; it is a nightmare. There is too much paperwork, and then you start to neglect things, and choose only those that you want to do. (Translated from (frikaans) 't co!ld be inferred that assessment seems problematic to experienced in#service teachers& therefore it may be more so for pre#service teachers indicating a lack of training. (dhering to the role of assessor is not reached satisfactorily. Pre#service teachers need a better !nderstanding in the designing and administering of vario!s assessment strategies. 'n the fifth and final criterion knowledge of instr!ctional strategies most of the emphasis of the in#service ed!cators was on the categories of topic#specific activities and topic#specific representations. Concerning topic# specific activities it co!ld be inferred that the knowledge of activities especially experiments seems to be s!fficient (schools ( C ? and ;) while the teachers from one school felt that the confidence of the pre#service teachers to engage with the experiments are lacking (school F)2 One of the students was very afraid to work with gas. (Translated from (frikaans) They do not have to know everything, but they have to seem at ease when they do it. They must be able to improvise. (Translated from (frikaans) 'n#service teachers made favo!rable comments concerning topic#specific representation (criterion 4). The pre#service teachers were accessing technology and adapting to new pedagogy in order to prepare for their lessons more effectively and in doing so engaging with PCK by way of vario!s knowledge domains. (ccording to the teacher of school ; ,st!dents sho!ld gain more knowledge on the different ways of representing content altho!gh they are good with new technologies,. +ome of them have good Internet knowledge, and then plan interesting interactive tasks. (Translated from (frikaans) It seems to me that they employ many forms of pedagogy. (Translated from (frikaans) +tudents adapt well to the new pedagogy, because they make an effort to do research and obtain what they need to present a specific type of class. (Translated from (frikaans) Pre#service teachers do f!lfill the role of researcher and life#long learner as they make !se of available reso!rces to engage with ,new, information and content developing as s!b"ect experts. 't is evident from the res!lts that some of the criteria for PCK s!ch as orientations toward teaching science knowledge and beliefs of science c!rric!l!m and knowledge of st!dents' !nderstanding of science are c!rrently addressed in the programme. $ome !ncertainties are however displayed regarding other criteria2 knowledge of assessment in science (criterion 3) and knowledge of instr!ctional strategies (criterion 4). Bo links co!ld be made with criteria 3 and 4 in some of the target schools (schools ; and 7 respectively). This indicates a lack of knowledge in the assessment of nat!ral science as well as a lack of instr!ctional strategies. These two criteria (3 and 4) make !p part of PCK and therefore it co!ld be inferred that pre#service teachers' levels of PCK are not f!lly addressed and developed d!ring the pre#service science co!rse in o!r programme.
Concl'sion The overarching goals of this st!dy were to context!alise the importance of the different knowledge domains and the PCK development of pre#service teachers as well as an appraisal of PCK by in#service teachers. 't was f!rther aimed at providing a space to implement ideas on science teaching and teaching strategies in a real environment in which pre#service teachers will be working. :enerally it can be inferred from the data that pre#service teachers do not comply with all the knowledge domains and PCK that enable a teacher to teach well. ( great deal of time and effort is needed before any change will become visible in in# service as well as pre#service teachers regarding their !nderstanding of PCK (Ftkina )*/*). The analysis of the data and the ens!ing disc!ssion show clearly that the pre# service teachers complied only in terms of some of the criteria noted for PCK. (ccording to the in#service teachers it appears that the pre#service teachers had good content knowledge b!t they did not always present the knowledge in innovative and creative ways as envisaged by the policy doc!ments. $ome of the pre#service teachers lacked the confidence to teach or do practical work. Pre# service teacher's confidence to teach effectively sho!ld develop d!ring teacher training and this confidence will f!rther develop over time and with experience (=an!scin Aee 1 (kerson )*/*& Aankford )*/*). 'n addition the pre#service teachers do have a so!nd !nderstanding of c!rric!l!m ideas as presented in the ?oF policy doc!ments and they do !nderstand the nat!ral science s!b"ect content. The responses related to assessment indicated a lack of competence to implement vario!s strategies of assessment and s!ggested that time is needed to develop these competencies. This implies that f!rther refinement of PCK is related to time and teaching experience that carries on beyond pre#service teaching into career development. Iverall the data prod!ced shows that aspects of PCK seem to be developed to varying degrees within the pre#service teacher training co!rse and largely in isolation of each other. :oodno!gh 1 =!ng ()**8) arg!e that problem#based learning (P7A) is an instr!ctional approach that provides a means to foster meaningf!l science learning while enhancing PCK. 'deas developed regarding P7A show that P7A as a teaching and learning process provides space and opport!nities for the development of a variety of skills incl!ding concept!alisation and thinking which might serve to better organise pre#service teachers with regard to f!lfilling the roles set o!t in the policy doc!ments and to !tilise the many criteria of PCK as well as integrating the different domains of knowledge pertaining to good science teaching. 't is o!r contention that !sing P7A as a basis for teaching will integrate the criteria of .agn!sson et al. (/000) and provide the space for holistic PCK development and broadening of the domains of knowledge within nat!ral science for pre#service science teachers. 6hile this benefits the teaching of nat!ral science it will enhance the development of teaching competencies and roles as stip!lated in the norms and standards doc!ment for teachers. Possibilities for a second research cycle based on literat!re (Chick 1 =arris )**E& =an!scin et al. )*/*& Aankford )*/*) regarding engaging disc!ssion abo!t revisiting and rethinking science ed!cation as well as the adoption of P7A (:oodno!gh 1 =!ng )**8) as an instr!ctional strategy for teaching and learning to enhance PCK in the c!rric!l!m is possibly a way forward. Challenges to be considered d!ring the proposed second research cycle co!ld incl!de2 (/) organisational challenges s!ch as large classes with only one facilitator are of great concern ()) cognitive challenges to provide st!dents with a strong rationale for adopting a new instr!ctional approach& (+) the constant search for ways to make problems engaging and meaningf!l& (3) constraints presented by rigid and slow# changing teaching and learning programme str!ct!res& (4) the lack and availability of %!alified facilitators& and (9) time constraints. ,To learn to be a good (highly %!alified) teacher the person needs to be exposed to different contexts and pre#service teachers need opport!nities to practice their ac%!ired skills within these contexts, (Ftkina )*/*23). Considering the findings on the lack in some knowledge domains and PCK criteria regarding the teaching of nat!ral science displayed by pre#service teachers emanating from this st!dy the benefits for teaching and learning in the form of P7A sho!ld now seem clearer. =owever it wo!ld be beneficial to engage in a prod!ced synergy of both the local and international context!al constraints while also being mindf!l of the challenges presented in the foregoing section. PCK development is time dependent and re%!ires m!t!alistic interaction between in# and pre#service teachers and !niversity s!pervisors. Close cooperation in this triadic partnership we believe will address the problems enco!ntered in this st!dy.
Acknowledgement 6e thank the Centre for Teaching and Aearning ($tellenbosch Jniversity) for f!nding which made this research pro"ect possible.
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(ccessed on )+ H!ne )**8 and http2--www.info.gov.Ma-view-?ownload;ile(ction<idO99)+3 (ccessed /9 ;eb )*/*. C Ainks D $h!lman A$ /089. Those who !nderstand knowledge growth in teaching. $ducational "esearcher /423#/3. C Ainks D $ikes PH /00). 'mposed Change and the Fxperienced Teacher. 'n2 ;!llan . 1 =argreaves ( (eds). Teacher -evelopment and $ducational .hange. The ;almer Press. C Ainks D $mith ?C 1 Beale ?C /00/. The constr!ction of s!b"ect#matter knowledge in primary science teaching. 'n2 7rophy H (ed.). ,dvances in research on teaching 456. :reenwich CT H(' Press. C Ainks D $toof ( .artens >A 1 .errienboer HH: )***. 6hat is competence< ( constr!ctivist approach as a way o!t of conf!sion. 'n2 =ong H#C =orng H#$ Ain C#A 1 ChanAin A#H. )**8. Competency disparity between pre#service teacher ed!cation and in#service teaching re%!irements in Taiwan. +cience-irect. International /ournal of $ducation -evelopment )823#)*. C Ainks D $yh#Hong H )**E. ( st!dy of st!dents' constr!ction of science knowledge2 Talk and writing in a collaborative gro!p. $ducational "esearch 30294#8/. C Ainks D Gan ?riel H= Gerloop B 1 ?e Gos 6 /008. ?eveloping $cience Teacher's Pedagogical Content Knowledge. /ournal of "esearch in +cience Teaching +429E+# 904. C Ainks D 5embal#$a!l C $tarr .A 1 Kra"cik H$ /000. Constr!cting a ;ramework for Flementary $cience Teaching !sing Pedagogical Content Knowledge. 'n2 :ess# Bewsome H 1 Aederman B: (eds). $xamining 1edagogical .ontent 7nowledge2 The construct and its Implications. Kl!wer (cademic P!blishers. C Ainks D
A'thors Ao!ise 7otha is Aect!rer in Plant Physiology in the ;ac!lty of Fd!cation at $tellenbosch Jniversity. $he is a widely p!blished a!thor nationally and internationally and her research aims to promote creativity in science teaching and learning. Chris >eddy is (ssociate Professor in the ;ac!lty of Fd!cation at $tellenbosch Jniversity and =ead of the ?epartment of C!rric!l!m $t!dies. =e is a widely p!blished rated social science researcher and his research interests incl!de teacher ed!cation environmental ed!cation and c!rric!l!m en%!iry.
P lbotQs!n.ac.Ma
Appendi( A Ipen#ended %!estions presented to participants d!ring the semi#str!ct!red interviews. ?isc!ssions were a!dio taped and transcribed. /. (re yo! familiar with the content of the doc!ment pertaining to the Borms and $tandards for ed!cators doc!mented in the :overnment :aMette )***< ). (re yo! familiar with the prescribed roles for ed!cators set o!t in the Borms and $tandards< (a copy of the roles were s!pplied and disc!ssed d!ring a pre#interview disc!ssion) +. ?id the pre#service teachers display and-or apply any of these roles and principles d!ring their teaching practice< 3. ?id the pre#service teachers apply newly ac%!ired pedagogical skills and-or instr!ctional strategies< 4. ?id the pre#service teachers display a deep !nderstanding of science and science content knowledge< 9. 6hat is yo!r opinion abo!t the assessment of content o!tcomes< E. ?o yo! feel that the pre#service teachers' !nderstanding of the $cience c!rric!l!m is efficient eno!gh to be p!t to !se in a school-classroom< 8. ?o the pre#service teachers engage with knowledge abo!t the different learners in order to maintain good discipline in a diverse classroom and to identify problem areas<
Appendi(
Table / # Click to enlarge
) 2014 Educational Association of South Africa *acult+ of Education ,niversit+ of -retoria .roen'loof /ampus &le+ds Street, -retoria South 0frica liesel.e#ersohn1up.ac.za T,-D./01 Sul-Africano Jornal da Educa!o Impresso verso ISSN 0256-0100 S. Afr. j. educ. vol.31 no.2 Pret"ria 2011
ARTI*+S
,#erspectivas de professores pr--servi.o 'dom/nios de conhecimento em ci0ncia professores em servi.o
ML otha ! " C#S Redd$
RES1M+ I conceito de conhecimento pedagRgico do conteSdo T essencial para o ensino como !ma profissUo e T m!itas veMes considerado como !m aspecto importante da experiVncia vivida de !m professor. Conhecimento pedagRgico do conteSdo (PCK) T descrito como !ma transformaWUo do conhecimento dos professores a partir de !ma variedade de domXnios de conhecimento o %!e incl!i o conhecimento ass!nto conhecimento pedagRgico e conhecimento sobre o conteSdo. Fste est!do exploratRrio relata 'inferVncias sobre os professores prT#serviWo ,em serviWo de professores de ciVncias nat!rais desempenho no ensino das ciVncias nat!rais como observado d!rante !m perXodo de prYtica de ensino. Perspectivas de professores em serviWo dos diferentes domXnios de professores prT#serviWo d!rante se! Sltimo ano de conhecimento foram investigados. Fntrevistas semi#estr!t!radas incorporando !m con"!nto especXfico de %!estZes abertas foram realiMadas com professores em serviWo na se%!Vncia de !m perXodo de ensino prYtica de %!atro semanas. Is res!ltados indicam %!e os professores em serviWo avaliado os professores prT#serviWo de forma positiva em alg!ns domXnios de conhecimento mas menos positivamente em o!tras Yreas do conhecimento. 'sso levo! alg!ns repensar sobre a estr!t!ra e apresentaWUo do c!rrXc!lo no nosso programa de grad!aWUo de formaWUo de professores para incl!ir e acomodar as abordagens %!e permitam !ma melhor absorWUo de vYrios domXnios do conhecimento e melhorar o desenvolvimento PCK. #alavras-chave& professores em serviWo o conhecimento pedagRgico do conteSdo& professores prT#serviWo& conhecimento dos professores
Introd'.2o ( fim de melhorar o desenvolvimento profissional em professores de prT# atendimento (professores em formaWUo) em partic!lar as com!nidades de aprendiMagem precisam ser estabelecidas entre as escolas e as instit!iWZes de ensino s!perior entre professores experientes mentores (professores em serviWo) e os professores prT#serviWo bem entre formadores de professores e professores em serviWo ((gbo )**+). (gbo ()**+) arg!menta %!e a colaboraWUo entre as com!nidades de desenvolvimento e com!nidades de aprendiMagem profissional tanto pode ser visto como ,aprender sobre o ensino e ensinando sobre a aprendiMagem,. Fsse aprendiMado de !m o!tro sR seria possXvel %!ando !m dos partidos - participantes T !m experiente professor - t!tor o! professor ed!cador. Fsta colaboraWUo simbiRtica tambTm fornece sol!WZes para a formaWUo de professores eficaM concorrente e portanto a melhoria da formaWUo de professores prT#serviWo ((gbo )**+). (itken e .ildon (/00)) sUo da opiniUo de %!e os professores prT#serviWo ,Preciso falar com os professores mais experientes, em se! caminho para se tornar professores %!alificados. =Y !ma necessidade de mentores experientes nas escolas onde os professores prT#serviWo faMer a s!a formaWUo prYtica ((itken 1 .ildon /00)2++). ?e acordo com $ikes (/00)234) os professores mais velhos tVm perspectivas de longo praMo sobre o ensino e aprendiMagem !ma veM %!e ,"Y vi isso antes,. Por isso T tambTm verdade %!e as experiVncias no ensino de ciVncias acompanhadas de conhecimentos ad%!iridos desenvolver ao longo do tempo. 5embal#$a!l $tarr e Kra"cik (/000) menciona %!e os professores prT#serviWo observando professores experientes d!rante o perXodo de prYtica de ensino pode maximiMar a %!alidade dos professores prT#serviWo. ( pes%!isa a%!i apresentada foi focada na interaWUo entre professores prT#serviWo e professores em serviWo d!rante !m perXodo de prYtica de ensino. Contamos com o conhecimento prYtico e PCK de professores como a referVncia para faMer "!lgamentos sobre as competVncias dos professores prT#serviWo 'no ensino das ciVncias nat!rais e assim s!a PCK. (s perg!ntas ((pVndice () apresentado aos professores em serviWo d!rante as entrevistas semi#estr!t!radas g!iado se!s "!lgamentos de professores prT#serviWo. ;oram analisados os dados em termos de nossa estr!t!ra desenvolvidos a partir de vYrios a!tores como descrito na prRxima seWUo. (ssim o presente artigo relata o est!do de ,perspectivas de professores prT#serviWo 'saberes do ensino das ciVncias nat!rais professores em serviWo atravTs da aplicaWUo (/000) critTrios .agn!sson do Kra"cik e 7orko para PCK para interpretar as observaWZes feitas pelos professores em serviWo d!rante as entrevistas.
Arca3o'.o te4rico $h!lman Iriginalmente concebida a constr!WUo de conhecimento pedagRgico do conteSdo (PCK) em /089. Is elementos#chave em s!a definiWUo sUo o conhecimento das representaWZes do tema ea compreensUo de dific!ldades especXficas de aprendiMagem e concepWZes de est!dantes. :rossmann (/00*) identifico! %!atro componentes distintos de PCK2 conhecimentos e crenWas para o ensino da matTria o conhecimento de compreensUo dos al!nos concepWZes e e%!Xvocos de tRpicos especXficos de !ma disciplina o conhecimento do c!rrXc!lo e conhecimento de estratTgias de ensino e representaWZes. (o elaborar sobre estes aspectos .agn!sson Kra"cik e 7orko (/000) conceit!o! cinco critTrios para PCK2 orientaWZes em relaWUo [ ciVncia do ensino conhecimentos e crenWas de c!rrXc!lo cientXfico o conhecimento da compreensUo da ciVncia dos al!nos o conhecimento da avaliaWUo em ciVncia e conhecimento de estratTgias de ensino . $eg!ndo Carlsen (/000) PCK T !ma forma de conhecimento dos professores e incl!i cinco domXnios de conhecimentos gerais2. Contexto da ed!caWUo geral o contexto especXfico da ed!caWUo conhecimento pedagRgico geral conhecimento ass!nto e PCK ;ig!ra / (adaptado de Carlsen /000) representa !ma reform!laWUo do conhecimento como professor de ciVncias p!blicados por a!tores como $h!lman (/089) :rossman (/00*) e .agn!sson et al. (/000). Concl!i#se portanto %!e para atingir !ma compreensUo da ciVncia e do desenvolvimento do conhecimento cientXfico tendo em consideraWUo as necessidades dos diversos gr!pos de al!nos os professores terUo %!e exibir domXnios de conhecimento diferenciados e integrados para efetivamente pro"etar e orientar experiVncias de aprendiMagem. Jm momento oport!no para avaliar o conhecimento de !m professor o! de conhecimento do professor prT#serviWo a respeito do ensino T d!rante o se! perXodo de prYtica de ensino pois T o perXodo de ind!WUo de professores prT#serviWo para o ensino. Carlsen (/000) menciona %!e o perXodo de ind!WUo ao ensino T !m momento ,maravilhoso, para examinar o conhecimento dos professores pois proporciona !m espaWo onde as concepWZes de ass!nto se manifestam em ,l!gares diferentes de formas diferentes,. Portanto T necessYrio para tocar a partir da competVncia dos professores em serviWo para ,"!iM, o! faMer inferVncias sobre os conhecimentos sobre o ensino da ciVncia dos nossos professores prT#serviWo. (o se referir a declaraWZes e observaWZes feitas pelos professores em serviWo bem como as perg!ntas %!e [s veMes perg!ntam en%!anto ensino .agn!sson et al. (/000) citam o seg!inte2 'I %!e vo! faMer com os me!s al!nos para a"!dY#los a entender a ciVncia nat!ral<' 'L!e materiais e rec!rsos estUo lY para me a"!dar<' 'L!ais sUo os al!nos ,prT#conhecimento sobre a ciVncia nat!ral< I %!e eles acham difXcil< '' L!al a melhor ' deve avaliar o %!e os me!s al!nos aprenderam< Fles arg!mentam ainda %!e estas %!estZes %!e descrevem conhecimento pedagRgico do conteSdo (PCK) sUo f!ndamentais para identificar o conhecimento %!e disting!e os %!alificados professores em serviWo do professor prT#serviWo ($h!lman /089). Fm nosso programa de formaWUo de professores %!e ensinam o c!rrXc!lo destina#se a escolas como definidos nos doc!mentos de polXtica (>$( )***). \reas de conteSdo e res!ltados para as ciVncias nat!rais sUo destacados e disc!tidos em termos do c!rrXc!lo nacional. ?esta forma lidar com c!rrXc!lo como polXtica e do c!rrXc!lo destina#se a escolas. ( ed!caWUo profissional incl!i os papTis de professores e as competVncias como apresentados nos doc!mentos de polXtica. ?!rante a anYlise dos doc!mentos %!e foram capaMes de vinc!lar alg!ns dos papTis prescritos para os professores os critTrios para PCK como apresentado por .agn!sson et al. (/000) ( Tabela / (pVndice 7). I conceito de PCK T principalmente teRrica e ativamente nUo foi introd!Mida em nosso programa de formaWUo de professores o! aplicado nas escolas. Por esta raMUo o conceito parecia estar m!ito distante da prYtica diYria e %!adro conceit!al de professores em serviWo. Portanto as %!estZes form!ladas para as entrevistas consistiram em conceitos distintos para conhecimento do conteSdo o conhecimento da pedagogia e conhecimento do c!rrXc!lo sobre os professores prT#serviWo como relatado pelos prRprios professores em serviWo. Is conceitos de PCK desenvolvidos por $h!lman (/089) :rossman (/00*) e .agn!sson et al. (/000) foram !sados para desenvolver !m %!adro analXtico %!e foi considerado d!rante a anYlise temYtica das entrevistas gravadas e transcritas. ?oc!mentos de polXticas com foco na pedagogia m!do! de ambos os f!t!ros professores e professores em serviWo formam a chave para a transformaWUo do ensino nas escolas do $!l (fricano e definir as f!nWZes e competVncias %!e o professor deve ser capaM de exec!tar. Fstes papTis incl!em2 @ (prender mediador& @ 'ntTrprete e criador de programas de aprendiMagem e materiais& @ AXder administrador e gerente& @ (cadVmico pes%!isador e eterno aprendiM& @ (ssessor& @ Yrea de (prendiMagem - s!"eito - especialista disciplina - fase. CompetVncias relacionadas a essas f!nWZes sUo competVncia f!ndacional competVncia prYtica e competVncia reflexiva. Fstes papTis e competVncias sUo facetas importantes seg!ndo as %!ais conhecimentos habilidades e valores de !m professor profissional competente serY identificado (Bormas e PadrZes )***). ?os professores conhecimentos crenWas e atit!des sobre ed!caWUo Censino de ciVncias nat!raisD tVm !m efeito prof!ndo sobre todos os aspectos de se! ensino (Carlsen /00/ /00+& ?obey 1 $chafer /083& Koster 7rekelmans Korthagen 1 6!bbels )**4& Bespor /08E & $mith 1 Beale /00/). (lg!ma desta investigaWUo foi en%!adrado pelas conceit!aWZes desenvolvidas por $h!lman e se!s colegas sobre os diversos domXnios %!e os professores !sam %!ando o plane"amento e ensino (:rossman /00*& $h!lman /089). ?!as grandes contrib!iWZes deste trabalho foram o reconhecimento da import]ncia do conhecimento especXfico do ass!nto no ensino eficaM bem como a identificaWUo de !m tipo de conhecimento %!e foi visto a ser excl!sivo para a profissUo de professores conhecidos como conhecimento pedagRgico do conteSdo. Fstes podem ser vistos como o desenvolvimento de conhecimento de !m professor de conteSdos e conhecimentos de pedagogia. Fmbora o conceito de domXnios de conhecimento (incl!indo PCK) tem sido !tiliMado na ed!caWUo como !m veXc!lo para compreender como os professores conceit!ar e organiMar os se!s ensinamentos ele parece nUo ser !niversalmente aceito como PCK. .!itos a!tores tVm colocado o conhecimento em vYrias categorias %!e se assemelham PCK. Fxemplos dessas categorias sUo2 conhecimento de domXnio (Carlsen /00/& =ong et al, )**8.) CompetVncias dos professores (7arnes 1 Bobles /000& Casey /000& Koster et al, )**4.) Conhecimentos e habilidades (7arnes 1 Bobles acadVmico /000) e competVncias metodolRgicas com!nicativas e organiMacionais de !m ass!nto orientado (Korthagen )**3). ?e acordo com $toof .artens e .errienboer ()***) a competVncia T definida pelos nXveis de integraWUo de conhecimentos habilidades e atit!des %!e definem mais !m bom professor (ciVncias nat!rais). Tabela / ((pVndice 7) apresenta !m res!mo dos cinco critTrios para PCK como s!gerido por .agn!sson et al. (/000) ligado aos papTis prescritos pelos doc!mentos de polXtica (>$( )***). Fstes cinco critTrios e papTis referem#se a m!itas das categorias anteriormente mostrados na ;ig!ra / . ;oram encontrados elementos de sobreposiWUo entre os diferentes saberes as caracterXsticas definidoras de PCK e as expectativas dos doc!mentos de polXtica em relaWUo aos papTis e competVncias de !m bom professor de ciVncias. ^ claro portanto %!e a a%!isiWUo de PCK deve comeWar na fase de formaWUo prT#serviWo de professores (Aankford )*/*). Bo entanto a realidade T %!e professores poss!em concepWZes inade%!adas de a nat!reMa da ciVncia o %!e pode ser trad!Mido como sendo positivista no sentido de %!e eles acreditam %!e o conteSdo s!bstantivo da ciVncia T fixo e im!tYvel em veM de tentativa (Gan ?riel Gerloop 1 ?e Gos /008). I efeito disto T %!e a ciVncia nat!ral T apresentado aos al!nos pelos professores como !m corpo de conhecimento com fatos e verdades comprovadas e est!dantes em Sltima anYlise se concentrar em memoriMar fatos com o res!ltado %!e eles nUo tVm as habilidades intelect!ais da ciVncia %!e lhes permitam ass!mir a s!a papTis na sociedade de forma ade%!ada ($yh#Hong )**E). :oodno!gh ()**9) aponta %!e no final de se! c!rso de formaWUo de professores em ciVncias nat!rais os professores prT#serviWo devem c!mprir com as habilidades necessYrias atit!des e disposiWZes a fim de lidar com as adaptaWZes em c!rso no ambiente de sala de a!la. Fsta declaraWUo tambTm pode estar relacionado com o ambiente ed!cacional na \frica do $!l. $e as s!as f!nWZes e competVncias como professores nUo sUo ade%!adamente desenvolvidos os professores prT#serviWo vai estar mal preparado para comeWar se!s papTis como professores competentes.
#ro5eto de pes6'isa 7aseando#se em ambos os critTrios para PCK (.agn!sson et al., /000) e do conteSdo dos doc!mentos de polXtica perg!ntas da entrevista semi#estr!t!rada foram constr!Xdas e administradas a em serviWo os professores de ciVncias nat!rais
Conte(to I est!do foi realiMado dentro de !m pro"eto maior c!"o ob"etivo era adaptar o c!rso cama para os professores para se alinhar com as exigVncias c!rric!lares para a ed!caWUo tal como estabelecido nos doc!mentos de polXtica do ?epartamento de Fd!caWUo. Fste est!do foi realiMado em colaboraWUo com professores em serviWo para estabelecer s!as perspectivas sobre de nossos al!nos 'performance'. I conceito de PCK foi escolhida pois esta abordagem links para os papTis para os ed!cadores nos doc!mentos de polXtica e os re%!isitos do mesmo para os nossos professores e professores em formaWUo. Fste propRsito pes%!isa especXfica foi avaliar os diferentes nXveis o! domXnios de conhecimento apresentadas por professores prT#serviWo percebida pelos se!s mentores de professores em serviWo d!rante a prYtica docente em diversas escolas primYrias e sec!ndYrias. Como os professores em serviWo m!itas veMes nUo estUo familiariMados com o termo PCK %!estZes disc!tidas d!rante as entrevistas foram form!ladas em relaWUo aos diferentes domXnios do conhecimento (Carlsen /000) a partir do %!al foram gerados dados. ?isc!ssZes de prT#entrevistas foram realiMadas a respeito dos doc!mentos de polXtica e os professores a compreensUo das normas e padrZes.
Amostra I mTtodo de amostragem para este est!do pode ser chamado de amostragem intencional !ma veM %!e os participantes foram escolhidos com critTrios especXficos em mente. Professores prT#serviWo cond!Miram s!a prYtica de ensino em escolas com al!nos de diferentes gr!pos sRcio#econ_micos bem como co#ediWUo e de gVnero Snico escolas. Is professores participantes foram selecionados com base em %!e eles eram os mentores especialistas designados para os professores prT# serviWo c!"a compreensUo dos diferentes saberes no ensino de ciVncias nat!rais estavam sendo investigados. $omos da opiniUo de %!e os mentores especialistas sUo professores experientes c!"os domXnios de conhecimento %!e possam ensinar bem. Fstes professores em serviWo foram identificados como mentores especialistas a respeito de s!a experiVncia de ensino e %!alificaWUo& gra! cama o! =?F (maior diploma em ed!caWUo). Fles tambTm faMem parte da com!nidade de aprendiMagem estabelecidas entre as escolas onde os professores prT#serviWo faMer s!a prYtica de ensino e da nossa instit!iWUo de ensino s!perior. (s com!nidades de aprendiMagem sUo importantes para o apoio interaWUo bem como de redes entre os novos professores professores experientes mentores CFxpertD e formadores de professores (Ftkina )*/*) Fsses mentores especialistas foram obrigados a faMer alg!mas avaliaWZes de ensino e observar os f!t!ros professores %!e estavam apresentando liWZes nat!rais da ciVncia %!e eles eram obrigados a ensinar d!rante a prYtica docente. 'sto incl!i! a observaWUo de mTtodos de ensino a precisUo Mona de conteSdo competVncias prYticas e lidar com a diversidade nas salas de a!la de acordo com os horYrios de observaWUo fornecidos pela instit!iWUo. ( amostra deste est!do consisti! de professores em serviWo em %!atro escolas sec!ndYrias e d!as escolas primYrias %!e foram amostrados propositadamente para refletir o stat!s sRcio#econ_mico dXspares de diferentes com!nidades e escolas na \frica do $!l e para acomodar as possXveis diferenWas entre single# escolas de gVnero e co#ed. Is // participantes consistia em serviWo professores das vYrias escolas onde nossos f!t!ros professores foram colocados em prYtica de ensino por !m perXodo de nove semanas2 seis professores do sexo feminino e cinco professores do sexo masc!lino. $eis escolas foram selecionadas2 d!as escolas primYrias e sec!ndYrias %!atro. (s escolas sec!ndYrias foram escolhidos de acordo com o stat!s sRcio#econ_mico das com!nidades %!e as escolas atendidas e tambTm se eles eram de !m Snico sexo (d!as escolas) o! escolas co#ediWUo (d!as escolas). Is meninos segregadas e meninas escolas foram academicamente alto desempenho escolas en%!anto %!e a escola !m co#ed servido do meio para as com!nidades de classe mTdia alta e o!tra mais baixa para !ma com!nidade de classe mTdia. (mbas as escolas primYrias eram escolas co#ed. Jma escola foi oficialmente %!alificado como servir !ma com!nidade de classe mTdia alta a o!tra escola servido !ma com!nidade de classe mTdia baixa %!e consiste principalmente dos gr!pos economicamente desfavorecidos. Para os fins deste est!do as escolas sUo referidos como Fscola ( 7 C ? F e ; para asseg!rar o anonimato bem como por raMZes Tticas.
Coleta e an7lise de dados ?ada a nat!reMa exploratRria deste est!do eo fato de %!e o ob"etivo do est!do foi verificar alg!mas perspectivas de professores em serviWo em relaWUo ao desempenho dos professores prT#serviWo %!e lhes forem atrib!Xdas o mTtodo de entrevista semi#estr!t!rada foi considerada a mais ade%!ado. I arg!mento em favor da ade%!aWUo das entrevistas para este est!do especXfico T s!portado pelo ?enscombe ()**E2/*0#/+8) %!e observa %!e a entrevista T ade%!ado para investigar fen_menos s!tis e mais complexas %!e podem consistir de informaWZes sensXveis de nat!reMa pessoal como bem como para aceder a informaWUo privilegiada de certos indivXd!os dispostos a fornecer o pes%!isador com este tipo de informaWUo2 ,... o entrevistador ainda tinha !ma lista clara de %!estZes a serem abordadas e perg!ntas a serem respondidas ... o entrevistador T mais flexXvel em termos da ordem %!e os temas sUo considerados ... para deixar o entrevistado desenvolver idTias e falar mais livremente ... , ( permissUo foi obtida a partir do ?epartamento de Fd!caWUo do Cabo Icidental para realiMar as entrevistas semi#estr!t!radas nas escolas identificadas com os professores escolhidos em serviWo %!e assinaram !m termo de consentimento do form!lYrio de participaWUo. Todas as entrevistas foram Y!dio#gravadas e transcritas notas de campo tambTm foram tomadas d!rante e apRs entrevistas para identificar temas com!ns nas respostas. Is professores foram a garantia de confidencialidade e anonimato conforme acordado d!rante a fase inicial de disc!ssUo prT#entrevista. I primeiro passo na anYlise dos dados foi a seg!ir os processos de anYlise temYtica como disc!tido por 7ra!n e Clark ()**9). Fstes dados recolhidos a partir de entrevistas semi#estr!t!radas foram codificados de acordo com as respostas dos professores em serviWo e ligado aos critTrios para PCK conforme descrito na Tabela / ((pVndice 7). Fti%!etas foram designados para as !nidades de texto a partir das transcriWZes e notas de campo %!e se assemelhava mais de perto os critTrios mencionados para PCK. Jm processo de comparaWUo foi contratado sobre as respostas dos professores diferentes para as vYrias escolas visitadas. Fstas respostas foram finalmente agr!pados nas mesmas categorias concept!ais representadas pelos diferentes critTrios de PCK e doc!mentada. AigaWZes foram estabelecidos entre os critTrios e os res!ltados das entrevistas e estes serUo disc!tidos na seWUo seg!inte.
Res'ltados e disc'ss2o dos res'ltados Is res!ltados foram relacionados com os cinco critTrios para PCK como descritos por .agn!sson et al. (/000). Fstes serviram como base para a anYlise de oport!nidades para PCK no c!rrXc!lo escolar e de reconhecer o nXvel de experiVncia professores prT#serviWo ,de PCK (diferentes domXnios de conhecimento) no ]mbito do c!rrXc!lo. (s concl!sZes apresentadas %!e os al!nos c!mpriram alg!mas de .agn!sson et al. '$ (/000) critTrios para PCK e estavam com falta de o!tros. Ftkina ()*/*) afirma %!e alg!ns aspectos da PCK sR poderia ser formada d!rante os anos de preparaWUo de !m professor e %!e cada professor desenvolve s!a prRpria PCK com experiVncia docente. (ssim torno!#se evidente d!rante este est!do %!e o desenvolvimento do som PCK T cr!cial d!rante a formaWUo de professores prT# serviWo como tambTm enfatiMado nos doc!mentos de polXtica. ( conscientiMaWUo dos professores em serviWo em relaWUo aos critTrios acima e s!as perspectivas dos professores prT#serviWo sUo refletidas na disc!ssUo a seg!ir. ?e acordo com o primeiro critTrio orientaWZes para a ciVncia do ensino geralmente sUo organiMados de acordo com a Vnfase do material de instr!WUo conteSdo e rec!rsos em !m contin!!m de p!ramente processo o! para a de ser baseada na investigaWUo Cproblem#solvingD baseada em conteSdo. Torno!#se claro a partir de entrevistas realiMadas com professores em serviWo %!e os professores prT#serviWo sUo em s!a maioria de conteSdo dirigido e %!e eles l!tam para trad!Mir a teoria em prYtica (escolas ( 7 C ? e ;). Bo entanto em !ma escola (escola ;) os professores sentiram %!e os al!nos eram m!ito conteSdo#driven e em seg!ida por veMes nUo prestamos atenWUo [ nat!reMa dos al!nos. $R escola F menciono! %!e pode haver ,lac!nas, na s!a (prT#serviWo de professores) conhecimento do conteSdo. (s respostas dos professores em serviWo estavam ligados ao critTrio / para PCK como descrito por .agn!sson et al. (/000). (s respostas sUo cotadas na Xntegra e alg!ns foram trad!Midos do (frikaans conforme indicado em cada caso relevante. , menina que estava aqui foi acima em seu conhecimento, ela foi fant8stica. 9m fornece o conte:do que tem que fa;er, mas eles fa;em um monte de investiga<=o. O conhecimento do conte:do > definitivamente l8. (Trad!Mido do (frikaans) $m conex=o com o curr?culo e m>todos que s=o bastante atuali;ado, > apenas o conhecimento do conte:do que precisa de experi@ncia. (Trad!Mido do (frikaans) Os alunos t@m uma atitude positiva ... eles n=o necessariamente t@m todo o conhecimento do assunto, mas eles sabem onde encontr8!lo. (Trad!Mido do (frikaans) , aplica<=o das habilidades que eles aprendem a parte pr8tica ainda n=o > completamente evidente, que > a tradu<=o da teoria A pr8tica. (Trad!Mido do (frikaans) Bo come<o, ele apenas tenta transferir a teoria. (Trad!Mido do (frikaans) Os universit8rios eram muito conte:do!driven e muito orientado para a tarefa. (Trad!Mido do (frikaans) Professores prT#serviWo demonstram !ma compreensUo da ciVncia e do conhecimento da ciVncia apesar de se considerar %!e os professores prT#serviWo estUo em dia com o c!rrXc!lo e metodologia parece haver alg!ma falta de conhecimento do conteSdo ass!nto. (lTm disso T mencionado %!e os professores prT#serviWo encontrar material de informaWUo e de rec!rsos para c!mprir o papel de intTrprete e designer gerente e administrador. I seg!ndo critTrio o conhecimento do c!rrXc!lo de ciVncias T composta por d!as partes2 (/) o conhecimento das metas e ob"etivos o %!e incl!i o conhecimento de doc!mentos nacionais %!e descreve estr!t!ras de tomada de decisUo e ()) o conhecimento de programas %!e sUo relevantes para !m determinado domXnio da ciVncia. L!anto [ primeira parte os professores em serviWo pareciam concordar %!e alg!ns dos professores prT#serviWo tinha ad%!irido e foram at!aliMados com todo o conhecimento necessYrio sobre o c!rrXc!lo e doc!mentos nacionais (escolas 7 e F) como pode ser derivado a partir das seg!intes citaWZes. Fscolas ( C ? e ; senti %!e os professores prT#serviWo precisa de mais !p#to#date conhecimento sobre doc!mentos nacionais2 $m rela<=o ao curr?culo e m>todos, eles parecem ser bastante atuali;ado. (Trad!Mido do (frikaans) $les t@m conhecimento do curr?culo. (Trad!Mido do (frikaans) $u sinto que eles n=o t@m necessariamente conhecimento do curr?culo, quando eles chegam aqui, mas eles n=o perguntar sobre isso. (Trad!Mido do (frikaans) Bo entanto em relaWUo [ seg!nda parte o conhecimento dos programas %!e sUo relevantes para !m determinado domXnio as percepWZes dos professores em serviWo mostro! !ma falta de compreensUo e conhecimento em !m dos domXnios especXficos (escolas ? F e ;) do c!rrXc!lo de CiVncias Bat!rais o! se"a 'Farth and 7eyond' %!e tem !ma caracterXstica distinta da geografia2 +e eu n=o tivesse geografia na escola at> matricial, eu teria lutado com #$arth and %eyond#, que > mais geografia ... (Trad!Mido do (frikaans) I ponto - deficiVncia fraco acima foi criado como !ma preoc!paWUo de !m novato de professores %!e tinham completado s!a formaWUo de professores no ano anterior. Fm apoio das observaWZes feitas em relaWUo ao domXnio especXfico de 'Farth and 7eyond' os experientes em serviWo os professores manifestaram !ma preoc!paWUo semelhante il!strado nos seg!intes comentYrios2 , parte das 8reas de aprendi;agem que precisa de mais aten<=o > aquele em #$arth and %eyond C, que > na verdade parte de geografia e biologia, esta parte >, portanto, a ser negligenciado e precisa de mais aten<=o. Os alunos parecem ser cauteloso nesta 8rea. (Trad!Mido do (frikaans) ^ claro %!e os doc!mentos polXticos sUo cons!ltados e %!e nUo hY !ma compreensUo do c!rrXc!lo prescrito. Certas Yreas de aprendiMagem sUo motivo de preoc!paWUo pois isso T negligenciado d!rante o treinamento prT#serviWo e precisam de mais atenWUo. 'sso nos leva ao papel de ed!cador e especialista em ass!nto %!e irY desenvolver mais ao longo do tempo e com a experiVncia (Ftkina )*/*). I terceiro critTrio para PCK refere#se ao conhecimento de compreensUo dos al!nos da ciVncia com a caracterXstica de o professor ter o conhecimento sobre os al!nos para a"!dY#los a desenvolver o conhecimento cientXfico. ^ composto por d!as partes2 (/) conhecimento dos re%!isitos para a aprendiMagem incl!indo o conhecimento prT#re%!isito e abordagens [ aprendiMagem e ()) o conhecimento das Yreas de dific!ldade do al!no referindo#se aos tRpicos al!nos acham difXcil de aprender. Is professores das escolas ( e 7 senti %!e os professores prT#serviWo comeWar a saber como reagir a diferentes tipos de al!nos apRs a realiMaWUo de alg!mas a!las apesar de professores na escola C e ; sentiram %!e os f!t!ros professores precisam de mais habilidades para se adaptar ao necessidades dos diferentes al!nos e %!e eles deveriam prestar mais atenWUo a %!em os al!nos sUo como pessoas. ^ difXcil conciliar o respeito ea disciplina em diversas classes e professores sentiram %!e precisam de mais apoio para lidar com estas %!estZes. $les inquirir sobre o que as crian<as 8 sabem. (Trad!Mido do (frikaans) .om a experi@ncia que eles 'os professores pr>!servi<o( aprender ... $le 'o conhecimento da disciplina( vem com a experi@ncia ... (Trad!Mido do (frikaans) $les tamb>m devem ser capa;es de se adaptar As diferentes necessidades das crian<as, e ser capa; de se adaptar ao tipo de crian<a que eles est=o trabalhando. (Trad!Mido do (frikaans) , parte disciplina precisa de mais aten<=o. (Trad!Mido do (frikaans) $les precisam de 'apoio ou assist@ncia com( na gest=o de conflitos. (Trad!Mido do (frikaans) ?e acordo com d!as das escolas (escolas ( e F) dific!ldade T apresentada no tRpico de Fletricidade e Fnergia no c!rrXc!lo de CiVncias Bat!rais pois os al!nos nUo compreendem o conceito de !m Ytomo. TambTm parece haver dific!ldade na ligaWUo entre as Yreas de aprendiMagem bem como contin!ando com !m tRpico em !ma Yrea especXfica de aprendiMagem e nUo faMer !ma ligaWUo ade%!ada para temas semelhantes em o!tra Yrea de aprendiMagem cria e%!Xvocos entre al!nos (escola F). ... Doc@ n=o pode di;er a um aluno )r. * que a eletricidade vem de energia nuclear e a divis=o de 8tomos se eles n=o sabem o que um 8tomo > ... (Trad!Mido do (frikaans) ... Doc@ n=o pode saltar de eletricidade com a energia em plantas ... os alunos n=o entendo ... (Trad!Mido do (frikaans) ?e acordo com =ong =orng Ain e Chanlin ()**8) existe !ma disparidade entre a formaWUo de professores prT#serviWo e as exigVncias de trabalho em serviWo. Por conseg!inte pode#se inferir a partir dos comentYrios acima gravados d!rante este est!do %!e os professores prT#serviWo ainda nUo tVm a consciVncia necessYria de compreensUo dos al!nos da ciVncia e diff!c!lty aprendiMagem e assim os f!t!ros professores nUo c!mprem totalmente com este critTrio especXfico de PCK eo papel de mediador. I %!arto critTrio T conceit!ada no conhecimento de avaliaWUo %!e consiste no conhecimento das dimensZes da ciVncia aprendendo a ser avaliada e os mTtodos de avaliaWUo. Fm comentYrios dos professores em serviWo a Vnfase T colocada no fato de %!e os f!t!ros professores precisam de mais formaWUo na administraWUo e !tiliMaWUo da avaliaWUo (escolas C e ?). Fscolas ( e 7 indicaram %!e os professores prT#serviWo nUo p_de demonstrar habilidades de avaliaWUo como o se! perXodo de prYtica de ensino nUo permitem tempo s!ficiente. Is professores da escola F senti %!e os mTtodos de avaliaWUo eram m!ito complicado mesmo para eles e %!e eles tinham %!e faMer m!ito trabalho administrativo e papelada. Componentes como o conhecimento da avaliaWUo e conhecimento de estratTgias de ensino sUo de alg!ma preoc!paWUo como indicado pelas seg!intes citaWZes2 Os alunos devem receber mais forma<=o sobre como avaliar e como us8!lo. (Trad!Mido do (frikaans) ,valia<=o e desenho de rubricas deixar um espa<o aberto. (Trad!Mido do (frikaans) ... o tempo > muito curto est8gio, porque o aluno tem que levar os alunos, desde o in?cio at> a avalia<=o, a fim de ser capa; de compreend@!lo ... e ... pouco tempo de est8gio n=o permita los para avali8!la de forma efica;. , avalia<=o > um problema, > um pesadelo. E8 muita papelada, e ent=o voc@ come<a a negligenciar as coisas, e escolher apenas aquelas que voc@ quer fa;er. (Trad!Mido do (frikaans) Pode#se inferir %!e a avaliaWUo parece problemYtico experientes em serviWo os professores e portanto pode ser mais assim para professores prT#serviWo indicando !ma falta de treinamento. (derindo ao papel de assessor nUo T alcanWado de forma satisfatRria. Professores prT#serviWo precisa de !m melhor entendimento na concepWUo e administraWUo de vYrias estratTgias de avaliaWUo. Bo %!into e Sltimo critTrio o conhecimento de estratTgias de ensino a maior parte da Vnfase dos ed!cadores em serviWo estava nas categorias de actividades de tRpicos especXficos e representaWZes de tRpicos especXficos. Concerning topic#specific activities it co!ld be inferred that the knowledge of activities especially experiments seems to be s!fficient (schools ( C ? and ;) while the teachers from one school felt that the confidence of the pre# service teachers to engage with the experiments are lacking (school F)2 One of the students was very afraid to work with gas . (Translated from (frikaans) They do not have to know everything, but they have to seem at ease when they do it. They must be able to improvise . (Translated from (frikaans) 'n#service teachers made favo!rable comments concerning topic#specific representation (criterion 4). The pre#service teachers were accessing technology and adapting to new pedagogy in order to prepare for their lessons more effectively and in doing so engaging with PCK by way of vario!s knowledge domains. (ccording to the teacher of school ; ,st!dents sho!ld gain more knowledge on the different ways of representing content altho!gh they are good with new technologies,. +ome of them have good Internet knowledge, and then plan interesting interactive tasks. (Translated from (frikaans) It seems to me that they employ many forms of pedagogy . (Translated from (frikaans) +tudents adapt well to the new pedagogy, because they make an effort to do research and obtain what they need to present a specific type of class . (Translated from (frikaans) Pre#service teachers do f!lfill the role of researcher and life#long learner as they make !se of available reso!rces to engage with ,new, information and content developing as s!b"ect experts. 't is evident from the res!lts that some of the criteria for PCK s!ch as orientations toward teaching science knowledge and beliefs of science c!rric!l!m and knowledge of st!dents' !nderstanding of science are c!rrently addressed in the programme. $ome !ncertainties are however displayed regarding other criteria2 knowledge of assessment in science (criterion 3) and knowledge of instr!ctional strategies (criterion 4). Bo links co!ld be made with criteria 3 and 4 in some of the target schools (schools ; and 7 respectively). This indicates a lack of knowledge in the assessment of nat!ral science as well as a lack of instr!ctional strategies. These two criteria (3 and 4) make !p part of PCK and therefore it co!ld be inferred that pre#service teachers' levels of PCK are not f!lly addressed and developed d!ring the pre#service science co!rse in o!r programme.
Concl's2o The overarching goals of this st!dy were to context!alise the importance of the different knowledge domains and the PCK development of pre#service teachers as well as an appraisal of PCK by in#service teachers. 't was f!rther aimed at providing a space to implement ideas on science teaching and teaching strategies in a real environment in which pre#service teachers will be working. :enerally it can be inferred from the data that pre#service teachers do not comply with all the knowledge domains and PCK that enable a teacher to teach well. ( great deal of time and effort is needed before any change will become visible in in# service as well as pre#service teachers regarding their !nderstanding of PCK (Ftkina )*/*). The analysis of the data and the ens!ing disc!ssion show clearly that the pre# service teachers complied only in terms of some of the criteria noted for PCK. (ccording to the in#service teachers it appears that the pre#service teachers had good content knowledge b!t they did not always present the knowledge in innovative and creative ways as envisaged by the policy doc!ments. $ome of the pre#service teachers lacked the confidence to teach or do practical work. Pre# service teacher's confidence to teach effectively sho!ld develop d!ring teacher training and this confidence will f!rther develop over time and with experience (=an!scin Aee 1 (kerson )*/*& Aankford )*/*). 'n addition the pre#service teachers do have a so!nd !nderstanding of c!rric!l!m ideas as presented in the ?oF policy doc!ments and they do !nderstand the nat!ral science s!b"ect content. The responses related to assessment indicated a lack of competence to implement vario!s strategies of assessment and s!ggested that time is needed to develop these competencies. This implies that f!rther refinement of PCK is related to time and teaching experience that carries on beyond pre#service teaching into career development. Iverall the data prod!ced shows that aspects of PCK seem to be developed to varying degrees within the pre#service teacher training co!rse and largely in isolation of each other. :oodno!gh 1 =!ng ()**8) arg!e that problem#based learning (P7A) is an instr!ctional approach that provides a means to foster meaningf!l science learning while enhancing PCK. 'deas developed regarding P7A show that P7A as a teaching and learning process provides space and opport!nities for the development of a variety of skills incl!ding concept!alisation and thinking which might serve to better organise pre#service teachers with regard to f!lfilling the roles set o!t in the policy doc!ments and to !tilise the many criteria of PCK as well as integrating the different domains of knowledge pertaining to good science teaching. 't is o!r contention that !sing P7A as a basis for teaching will integrate the criteria of .agn!sson et al . (/000) and provide the space for holistic PCK development and broadening of the domains of knowledge within nat!ral science for pre#service science teachers. 6hile this benefits the teaching of nat!ral science it will enhance the development of teaching competencies and roles as stip!lated in the norms and standards doc!ment for teachers. Possibilities for a second research cycle based on literat!re (Chick 1 =arris )**E& =an!scin et al . )*/*& Aankford )*/*) regarding engaging disc!ssion abo!t revisiting and rethinking science ed!cation as well as the adoption of P7A (:oodno!gh 1 =!ng )**8) as an instr!ctional strategy for teaching and learning to enhance PCK in the c!rric!l!m is possibly a way forward. Challenges to be considered d!ring the proposed second research cycle co!ld incl!de2 (/) organisational challenges s!ch as large classes with only one facilitator are of great concern ()) cognitive challenges to provide st!dents with a strong rationale for adopting a new instr!ctional approach& (+) the constant search for ways to make problems engaging and meaningf!l& (3) constraints presented by rigid and slow# changing teaching and learning programme str!ct!res& (4) the lack and availability of %!alified facilitators& and (9) time constraints. ,To learn to be a good (highly %!alified) teacher the person needs to be exposed to different contexts and pre#service teachers need opport!nities to practice their ac%!ired skills within these contexts, (Ftkina )*/*23). Considering the findings on the lack in some knowledge domains and PCK criteria regarding the teaching of nat!ral science displayed by pre#service teachers emanating from this st!dy the benefits for teaching and learning in the form of P7A sho!ld now seem clearer. =owever it wo!ld be beneficial to engage in a prod!ced synergy of both the local and international context!al constraints while also being mindf!l of the challenges presented in the foregoing section. PCK development is time dependent and re%!ires m!t!alistic interaction between in# and pre#service teachers and !niversity s!pervisors. Close cooperation in this triadic partnership we believe will address the problems enco!ntered in this st!dy.
Reconhecimento 6e thank the Centre for Teaching and Aearning ($tellenbosch Jniversity) for f!nding which made this research pro"ect possible.
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A'tores Ao!ise 7otha is Aect!rer in Plant Physiology in the ;ac!lty of Fd!cation at $tellenbosch Jniversity. $he is a widely p!blished a!thor nationally and internationally and her research aims to promote creativity in science teaching and learning. Chris >eddy is (ssociate Professor in the ;ac!lty of Fd!cation at $tellenbosch Jniversity and =ead of the ?epartment of C!rric!l!m $t!dies. =e is a widely p!blished rated social science researcher and his research interests incl!de teacher ed!cation environmental ed!cation and c!rric!l!m en%!iry.
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Ap0ndice A Ipen#ended %!estions presented to participants d!ring the semi#str!ct!red interviews. ?isc!ssions were a!dio taped and transcribed. /. (re yo! familiar with the content of the doc!ment pertaining to the Borms and $tandards for ed!cators doc!mented in the :overnment :aMette )***< ). (re yo! familiar with the prescribed roles for ed!cators set o!t in the Borms and $tandards< (a copy of the roles were s!pplied and disc!ssed d!ring a pre#interview disc!ssion) +. ?id the pre#service teachers display and-or apply any of these roles and principles d!ring their teaching practice< 3. ?id the pre#service teachers apply newly ac%!ired pedagogical skills and-or instr!ctional strategies< 4. ?id the pre#service teachers display a deep !nderstanding of science and science content knowledge< 9. 6hat is yo!r opinion abo!t the assessment of content o!tcomes< E. ?o yo! feel that the pre#service teachers' !nderstanding of the $cience c!rric!l!m is efficient eno!gh to be p!t to !se in a school-classroom< 8. ?o the pre#service teachers engage with knowledge abo!t the different learners in order to maintain good discipline in a diverse classroom and to identify problem areas<