Investigating prospective primary teachers' pedagogical content knowledge of "effect of human on environment" subject in the process of teaching practice

Abstract

The principal aim of this study is to determine what the extent of the prospective primary teachers' (PPT) pedagogical content knowledge (PCK) is on "effect of human on environment" subject in grade 5 science and technology curriculum before and after "Teaching Practice" course. Within case study research methodology, the study sample consisted of 6 senior PPTs selected from 49 trainees who attended "Teaching Practice-II" course in spring semester of 2009-2010 schooling year in the programme of primary teacher education in Rize University. To collect data, lesson plans, observations, and semi-structured interviews were used. While the data obtained from lesson plans and observations were analyzed by means of rubrics developed, those from semi-structured interviews were analyzed using content analysis. It was found that the PPTs did not have sufficient idea of sub-components of the PCK, especially curriculum knowledge, and knowledge of students' learning difficulties. Nevertheless, it was determined that the PPTs had adequate idea of pedagogical knowledge in context of the PCK. However, it was drawn out that although they had sufficient theoretical knowledge about instructional methods, techniques, strategies, measurement and assessment, they encountered some problems in transferring the theoretical knowledge into practicum. in the light of the results, it is suggested that the PPTs should be given more opportunities for practicing complementary measurement-assessment techniques. Furthermore, it is recommended that the PPTs with their own lesson plans ought to be given more opportunities to transfer their PCK into related subject matter one.