THE DEVELOPMENT OF PRE-SERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE DURING PROFESSIONAL TEACHER EXPERIENCE BY CONTENT REPRESENTATION AND SCAFFOLDING
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Abstract
This research purpose was to follow pedagogical content knowledge (PCK) of pre-service science teachers after developed by content representation (CoRes) and scaffolded. CoRes is a tool which can examine PCK of science teachers and can develop PCK for better by scaffolding designed by researcher. The research participants are pre-service science teachers who answered in CoRes and were interpreted to be high, middle, and low level. After the interpretation, it revealed that it does not show that of low level. Therefore, the participants are 4 pre-service science teachers consist of 2 High-PCK level and 2 Middle PCK level. Collecting qualitative data by interviewing pre-service science teachers before and after teaching, analyzing CoRes and lesson plan and observing the teaching of pre-service science teachers. The data were analyzed constant comparison and analytic induction methods. The results revealed that before development, High-PCK level pre-service science teachers can teach science which his contents are complete and in accordance with curriculum, considering prior knowledge and observing behavior for assessment while Middle-PCK level pre-service science teachers teach incomplete content, analyze and set the indicators inaccurately, lack prior knowledge in teaching, organize activities which do not correspond with indicators and observe behavior for learning result assessment. After developed all pre-service science teachers can: 1) design learning activities and teach by consider content which according with curriculum and add interesting contents 2)analyze indicators of curriculum and transform to aims of learning 3)emphasize with prior knowledge, engagement of content and consider regarding the easier understanding and remembering techniques 4)design activity accorded with indicators, focus on result sharing of activity and select assessment method which appeared about learning evident.
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