Examining pre-service chemistry teachers pedagogical content knowledge and influences of teacher course and practice school

Abstract

This study examined pre-service chemistry teachers' pedagogical content knowledge (PCK) in the context of a teacher education program which includes both university-based course work in science education and teaching in practice schools. The study focused specifically on the development of pre-service chemistry teachers' PCK of teaching electrochemistry to grade 11 students and how this development is influenced by the program. The results showed that the influence of the teacher course decreased throughout the program while the influence of the practice school increased. A gap between course 'theory' (emphasizing student-centered strategies) and school 'practice' (emphasizing teacher-centered strategies) was clearly shown. Implications for science teacher education programs are discussed.