描绘荷兰预服务地理教师正在发展中的PCK
Eefje Smit1,2, Hanneke Tuithof2,3, Tine Béneker1
1Faculty of Geosciences, Utrecht University, Utrecht, The Netherlands.
概括
这项研究探讨了地理教师的教学内容知识 (PCK),发现虽然预服务教师专注于引人入胜的课程,但他们的PCK质量很弱,可能是由于学科知识脆弱.
科学领域:
- 教育教育教育教育教育教育.
- 地理教育教育 地理教育
- 教师专业发展教师专业发展
背景情况:
- 教学内容知识 (PCK) 对于有效的教学至关重要,但在地理学中研究不足.
- PCK影响学生在各科目中的成功和动机.
研究的目的:
- 调查荷兰预服务地理教师的PCK.
- 分析PCK-on行动 (知识) 和PCK-in行动 (实践).
主要方法:
- 混合方法方法涉及73名服务前教师.
- 使用PCK共识模型,CoRe分配和定量调查.
- 为9名教师制作个人PCK肖像.
主要成果:
- 服务前地理教师的PCK-in行动强调以教师为中心,视觉上有吸引力的课程.
- 对于PCK的行动表明了内容依赖,有各种主题,目标和策略.
- 教师们与有争议的地理问题作斗争.
- 在服务前教师中,PCK的一致性和质量通常很弱.
结论:
- 在地理学中开发PCK受到内容依赖和复杂主题的困难的挑战.
- 脆弱的主题知识似乎阻碍了强大的PCK的发展.
- 需要进一步的支持来加强预服务地理教师的PCK.
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