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Shulman PDF Traduo (incio)

knowledge and teaching: foundations of the new reform Shulman

!uilds his foundation for teaching reform on an idea of teaching thatem"hasi#es com"rehension and reasoning$ transformation and re%ectionthis 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 toarticulate 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 acompreenso e raciocnio, transformao e reflexo. Essa nfase !ustificada, escreveele, pela firmeza com a investi"ao ea poltica t m to descaradamente i"norado osaspectos do ensino no passado. articular e !ustift esta concepo, Shulmam responde aquatro 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-serviceteachers' knowledge domains in science

M L otha ! " C # S Redd$
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ccording to $ikes (/00 234) the older teachers have longer#term perspectives onteaching and learning since they ,have seen it all before,. t is therefore also tr!ethat experiences in science teaching accompanied by ac%!ired knowledge developover time. 5embal#$a!l $tarr and Kra"cik (/000) mention that pre#service teachersobserving experienced teachers d!ring the practice teaching period mightmaximise the %!ality of the pre#service teachers.

The research presented here was foc!sed on the interaction between pre#serviceteachers and in#service teachers d!ring a practice teaching period. 6e relied on thepractical knowledge and PCK of teachers as the reference for making "!dgementson pre#service teachers' competencies in nat!ral science teaching and th!s theirPCK. The %!estions ( ppendix ) presented to the in#service teachers d!ring thesemi#str!ct!red interviews g!ided their "!dgements of pre#service teachers. 6eanalysed the data in terms of o!r framework developed from vario!s a!thors asdescribed in the next section. This article therefore reports on the st!dy of in#service teachers' perspectives of pre#service teachers' knowledges of nat!ralscience teaching by applying agn!sson Kra"cik 1 7orko's (/000) criteria for PCKto 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 representationsof s!b"ect matter and the !nderstanding of specific learning diffic!lties and st!dentconceptions. :rossmann (/00*) identified fo!r distinct components of PCK2knowledge 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 andrepresentations. n elaborating on these aspects agn!sson Kra"cik and 7orko(/000) concept!alised five criteria for PCK2 orientations towards teaching scienceknowledge and beliefs of science c!rric!l!m knowledge of st!dents' !nderstandingof science knowledge of assessment in science and knowledge of instr!ctionalstrategies. ccording to Carlsen (/000) PCK is a form of teacher knowledge and itincl!des five general knowledge domains2 general ed!cation context specificed!cation context general pedagogical knowledge s!b"ect matter knowledge andPCK.;ig!re / (adapted from Carlsen /000) represents a reform!lation of scienceteacher 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 developmentof scientific knowledge while taking into consideration the needs of diverse gro!psof learners teachers will have to display differentiated and integrated knowledgedomains to effectively design and g!ide learning experiences. n opport!ne time toascertain knowledge of a teacher or pre#service teacher's knowledge regardingteaching 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, timeto examine teacher knowledge as it provides a space where conceptions of s!b"ectmatter are manifested in ,different places in different ways,. t is thereforenecessary to tap from the competence of the in#service teachers to '"!dge' or makeinferences abo!t the knowledges regarding science teaching of o!r pre#serviceteachers.
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n referring to statements and observations made by the in#service teachers aswell as %!estions they sometimes ask while teaching agn!sson et al . (/000)%!ote the following2 '6hat shall do with my learners to help them !nderstandnat!ral science


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Bespor /08E& $mith 1 Beale /00/). $ome of this research was framed by theconcept!alisations developed by $h!lman and his colleag!es concerning the diversedomains that teachers !se when planning and teaching (:rossman /00*&$h!lman /089). Two ma"or contrib!tions of this work were the acknowledgementof the importance of s!b"ect#specific knowledge in effective teaching and theidentification 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 asdeveloping 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 ined!cation as a vehicle to !nderstand how teachers concept!alise and organise theirteachings it seems to be not !niversally accepted as PCK. any a!thors haveplaced knowledge in vario!s categories resembling PCK. Fxamples of s!chcategories are2 domain knowledge (Carlsen /00/& =ong et al . **8) teachercompetencies (7arnes 1 Bobles /000& Casey /000& Koster et al . **4) academicknowledge and skills (7arnes 1 Bobles /000) and s!b"ect#orientedmethodological comm!nicative and organisational competencies (Korthagen

**3). ccording to $toof artens and errienboer ( ***) competency is definedby the levels of integration of knowledge skills and attit!des which f!rther define agood (nat!ral science) teacher.

Table / ( ppendix 7) provides a s!mmary of the five criteria for PCK as s!ggestedby 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 categoriesprevio!sly shown in ;ig!re / .

Flements of overlap were fo!nd between the different knowledges definingcharacteristics of PCK and the expectations of the policy doc!ments regarding theroles and competencies of a good science teacher. t is therefore clear that theac%!isition of PCK sho!ld start in the pre#service training phase of teachers(Aankford */*). =owever the reality is that teachers hold inade%!ate conceptionsof the nat!re of science which may be translated as being positivist in the sensethat they believe the s!bstantive content of science is fixed and !nchangeablerather than tentative (Gan ?riel Gerloop 1 ?e Gos /008). The effect of this is thatnat!ral science is presented to learners by teachers as a body of knowledge withproven facts and tr!ths and st!dents !ltimately foc!s on memorising facts withthe res!lt that they lack the intellect!al skills in science to allow them to ass!metheir roles in society ade%!ately ($yh#Hong **E).

:oodno!gh ( **9) points o!t that at the end of their teacher training co!rse innat!ral science pre#service teachers are expected to comply with re%!ired skillsattit!des and dispositions in order to deal with the ongoing adaptations in theclassroom environment. This statement can also be related to the ed!cationalenvironment in $o!th frica. f their roles and competencies as teachers are notade%!ately developed pre#service teachers will be ill prepared to commence theirroles as competent teachers.

Research design

?rawing on both the criteria for PCK ( agn!sson et al . /000) and the content ofthe policy doc!ments semi#str!ct!red interview %!estions were constr!cted and

administered to in#service nat!ral science teachers
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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 asset o!t in the policy doc!ments of the ?epartment of Fd!cation. This exploratoryst!dy was done in collaboration with in#service teachers to establish theirperspectives on o!r st!dents' 'performance'. The concept of PCK was chosen asthis approach links to the roles for ed!cators in the policy doc!ments and there%!irements thereof for o!r teachers and teachers in training. This specificresearch p!rpose was to ascertain the different levels or domains of knowledgedisplayed by pre#service teachers as perceived by their in#service teacher mentorsd!ring teaching practice at different primary and secondary schools. s in#serviceteachers are often not familiar with the term PCK %!estions disc!ssed d!ring theinterviews 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 normsand standards.

Sample

The method of sampling for this st!dy may be termed p!rposive sampling sincethe participants were chosen with specific criteria in mind. Pre#service teacherscond!cted their practice teaching at schools with learners from different socio#economic gro!ps as well as co#ed and single#gender schools. The teacherparticipants were selected on the basis that they were expert mentors assigned tothe pre#service teachers whose !nderstanding of the different knowledges withinnat!ral science teaching were being investigated. 6e are of the opinion that theexpert mentors are experienced teachers whose domains of knowledge enable themto teach well. These in#service teachers were identified as expert mentors regardingtheir teaching experience and %!alifications& 7Fd degree or =?F (higher diploma ined!cation). They also form part of the learning comm!nity established between theschools where pre#service teachers do their teaching practise and o!r instit!tion ofhigher ed!cation. Aearning comm!nities are important for s!pport interaction aswell as networking between new teachers experienced teachers expert mentorsDand teacher ed!cators (Ftkina */*) These expert mentors were re%!ired to dosome of the teaching assessments and observe the pre#service teachers who werepresenting 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!racypractical competencies and dealing with diversity in classrooms according toobservation sched!les s!pplied by the instit!tion. The sample for this st!dyconsisted of in#service teachers at fo!r secondary schools and two primary schoolswhich were sampled p!rposively to reflect the disparate socio#economic stat!s ofdifferent comm!nities and schools in $o!th frica and to accommodate thepossible differences between single#gender and co#ed schools.

The // participants consisted of in#service teachers from the vario!s schools whereo!r pre#service teachers were placed for teaching practice for a period of nineweeks2 six female teachers and five male teachers. $ix schools were selected2 twoprimary 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 alsowhether they were single#gender (two schools) or co#ed schools (two schools). Thesegregated boys' and girls' schools were academically top#performing schools while


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the one co#ed school served middle to !pper middle#class comm!nities and theother a lower to middle#class comm!nity.

7oth the primary schools were co#ed schools. Ine school was !nofficially %!alifiedas serving an !pper middle#class comm!nity& the other school served a lowermiddle#class comm!nity consisting mainly of the economically disadvantagedgro!ps.

;or the p!rposes of this st!dy the schools are referred to as $chool 7 C ? Fand ; 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!dywas to ascertain some perspectives of in#service teachers regarding theperformance of the pre#service teachers assigned to them the semi#str!ct!redinterview method was considered to be the most appropriate. The arg!ment infavo!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 forinvestigating s!btle and more complex phenomena that may consist of sensitiveinformation of a personal nat!re as well as for accessing privileged informationfrom certain individ!als willing to f!rnish the researcher with this kind ofinformation2 ,... 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 orderwhich the topics are considered ... to let the interviewee develop ideas and speakmore freely ...,

Permission was obtained from the 6estern Cape Fd!cation ?epartment to cond!ctthe semi#str!ct!red interviews at the identified schools with the chosen in#serviceteachers 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 toidentify common topics within the responses. Teachers were ass!red ofconfidentiality 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 asdisc!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#serviceteachers 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 comparisonwas engaged concerning the responses of the different teachers at the vario!sschools visited. These responses were finally gro!ped into the same concept!alcategories represented by the different criteria for PCK and doc!mented. Ainkswere established between the criteria and the findings from the interviews andthese 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 theschool c!rric!l!m and to recognise the level of pre#service teachers' experience of
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PCK (different knowledge domains) in the context of the c!rric!l!m. The findingsdisplayed 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 aspectsof PCK co!ld only be formed d!ring the preparation years of a teacher and thateach teacher develops their own PCK with teaching experience. Th!s it becameevident d!ring this st!dy that the development of so!nd PCK is cr!cial d!ring thetraining of pre#service teachers as also emphasised in the policy doc!ments.

The awareness of the in#service teachers regarding the above criteria and theirperspectives of the pre#service teachers are reflected in the following disc!ssion.

ccording to the first criterion orientations toward teaching science are generallyorganised according to the emphasis of the instr!ction content and reso!rcematerial on a contin!!m from p!rely process# or content#based to that of beingin%!iry#based problem#solvingD. t became clear from the interviews cond!ctedwith in#service teachers that pre#service teachers are mostly content#driven andthat 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 toocontent#driven and then sometimes did not pay attention to the nat!re of thelearners. Inly school F mentioned that there might be 'gaps' in their (pre#serviceteacher) content knowledge. The responses from the in#service teachers werelinked to criterion / for PCK as described by agn!sson et al . (/000). Theresponses are %!oted verbatim and some were translated from frikaans asindicated 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 onlythe content knowledge that needs experience . (Translated from frikaans)

The students have a positive attitude ... they do not necessarily have all thesub ect 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 yetcompletely 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 scienceknowledge altho!gh it is felt that pre#service teachers are !p to date with thec!rric!l!m and methodology there seems to be some lack of s!b"ect contentknowledge. ;!rthermore it is mentioned that pre#service teachers find informationand reso!rce material to f!lfill the role of interpreter and designer manager andadministrator.

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 nationaldoc!ments that o!tlines frameworks for decision making and ( ) knowledge of


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programmes that are relevant to a partic!lar domain of science. Concerning thefirst part the in#service teachers seemed to agree that some of the pre#serviceteachers had ac%!ired and were !p to date with all the necessary knowledgeconcerning the c!rric!l!m and national doc!ments (schools 7 and F) as can bederived from the following %!otes. $chools C ? and ; felt that pre#serviceteachers 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 theyarrive here, but they do ask about it . (Translated from frikaans)

=owever regarding the second part the knowledge of programmes that arerelevant to a partic!lar domain the perceptions of the in#service teachers showed alack of !nderstanding and knowledge in one of the specific domains (schools ? Fand ;) of the nat!ral science c!rric!l!m namely 'Farth and 7eyond' which has adistinct 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#serviceteacher who had completed her teacher training the previo!s year. n s!pport of thepoints made regarding the specific domain of 'Farth and 7eyond' the experiencedin#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 beingneglected 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 neglectedd!ring the pre#service training and need more attention. This links to the role ofed!cator and s!b"ect specialist which will develop more over time and withexperience (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!dentsto help them develop scientific knowledge. t consists of two parts2 (/) knowledgeof re%!irements for learning incl!ding prere%!isite knowledge and approaches tolearning and ( ) knowledge of areas of learner diffic!lty referring to topics learnersfind diffic!lt to learn.

Teachers in schools and 7 felt that pre#service teachers start to know how toreact to different types of learners after cond!cting a few classes altho!ghteachers in school C and ; felt that the pre#service teachers need more skills toadapt to the needs of the different learners and that they sho!ld pay moreattention to whom the learners are as people. t is diffic!lt to reconcile respect anddiscipline in diverse classes and teachers felt that they need more s!pport in

dealing with these iss!es.


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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 ableto 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 fromfrikaans)

ccording to two of the schools (schools and F) diffic!lty is displayed in the topicof Flectricity and Fnergy within the Bat!ral $cience c!rric!l!m as the learners donot grasp the concept of an atom. There also seems to be diffic!lty in the linkbetween 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 createsmisconceptions amongst learners (school F).

... you cannot tell a )r * learner that electricity comes from nuclear power and thesplitting 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 notunderstand 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#serviceteachers do not yet have the re%!ired awareness of learners' !nderstanding ofscience and learning diff!c!lty and th!s the pre#service teachers do not f!llycomply with this specific criterion of PCK and the role as mediator.

The fo!rth criterion is concept!alised in the knowledge of assessment consisting ofthe knowledge of the dimensions of science learning to be assessed and themethods of assessment. n comments from the in#service teachers emphasis isplaced on the fact that the pre#service teachers need more training in theadministering and !se of assessment (schools C and ?). $chools and 7 indicatedthat pre#service teachers co!ld not demonstrate assessment skills as their practiceteaching 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 dotoo m!ch administrative work and paperwork. Components like knowledge ofassessment and knowledge of instr!ctional strategies are of some concern asindicated 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 fromfrikaans) ... practicum time is too short, because the student has to take the

learners from the beginning through to assessment in order to be able tounderstand it ... and ... short time of practicum does not allow them to assess it

effectively.


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ssessment is a problem; it is a nightmare. There is too much paperwork, and thenyou start to neglect things, and choose only those that you want to do . (Translatedfrom frikaans)

t co!ld be inferred that assessment seems problematic to experienced in#serviceteachers& therefore it may be more so for pre#service teachers indicating a lack oftraining.

dhering to the role of assessor is not reached satisfactorily. Pre#service teachersneed a better !nderstanding in the designing and administering of vario!sassessment strategies. n the fifth and final criterion knowledge of instr!ctionalstrategies most of the emphasis of the in#service ed!cators was on the categoriesof topic#specific activities and topic#specific representations. Concerning topic#specific activities it co!ld be inferred that the knowledge of activities especiallyexperiments seems to be s!fficient (schools C ? and ;) while the teachers fromone school felt that the confidence of the pre#service teachers to engage with theexperiments 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 doit. They must be able to improvise . (Translated from frikaans)

n#service teachers made favo!rable comments concerning topic#specificrepresentation (criterion 4). The pre#service teachers were accessing technologyand adapting to new pedagogy in order to prepare for their lessons more effectivelyand 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 thedifferent ways of representing content altho!gh they are good with newtechnologies,.

+ome of them have good Internet knowledge, and then plan interesting interactivetasks. (Translated from frikaans)

It seems to me that they employ many forms of pedagogy . (Translated fromfrikaans)

+tudents adapt well to the new pedagogy, because they make an effort to doresearch and obtain what they need to present a specific type of class . (Translatedfrom frikaans)

Pre#service teachers do f!lfill the role of researcher and life#long learner as theymake !se of available reso!rces to engage with ,new, information and contentdeveloping as s!b"ect experts.

t is evident from the res!lts that some of the criteria for PCK s!ch as orientationstoward teaching science knowledge and beliefs of science c!rric!l!m andknowledge of st!dents' !nderstanding of science are c!rrently addressed in theprogramme. $ome !ncertainties are however displayed regarding other criteria2knowledge of assessment in science (criterion 3) and knowledge of instr!ctionalstrategies (criterion 4). Bo links co!ld be made with criteria 3 and 4 in some of thetarget schools (schools ; and 7 respectively). This indicates a lack of knowledge inthe 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 thatpre#service teachers' levels of PCK are not f!lly addressed and developed d!ring thepre#service science co!rse in o!r programme.


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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 aswell as an appraisal of PCK by in#service teachers. t was f!rther aimed at providinga space to implement ideas on science teaching and teaching strategies in a realenvironment in which pre#service teachers will be working.

:enerally it can be inferred from the data that pre#service teachers do not complywith 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 hadgood content knowledge b!t they did not always present the knowledge ininnovative and creative ways as envisaged by the policy doc!ments. $ome of thepre#service teachers lacked the confidence to teach or do practical work. Pre#service teacher's confidence to teach effectively sho!ld develop d!ring teachertraining and this confidence will f!rther develop over time and with experience(=an!scin Aee 1 kerson */*& Aankford */*). n addition the pre#serviceteachers 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 implementvario!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 timeand teaching experience that carries on beyond pre#service teaching into careerdevelopment.

Iverall the data prod!ced shows that aspects of PCK seem to be developed tovarying degrees within the pre#service teacher training co!rse and largely inisolation of each other. :oodno!gh 1 =!ng ( **8) arg!e that problem#basedlearning (P7A) is an instr!ctional approach that provides a means to fostermeaningf!l science learning while enhancing PCK. deas developed regarding P7Ashow that P7A as a teaching and learning process provides space and opport!nitiesfor the development of a variety of skills incl!ding concept!alisation and thinkingwhich 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 aswell as integrating the different domains of knowledge pertaining to good scienceteaching. t is o!r contention that !sing P7A as a basis for teaching will integratethe criteria of agn!sson et al . (/000) and provide the space for holistic PCKdevelopment and broadening of the domains of knowledge within nat!ral sciencefor pre#service science teachers. 6hile this benefits the teaching of nat!ral scienceit will enhance the development of teaching competencies and roles as stip!lated inthe 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!trevisiting 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 toenhance PCK in the c!rric!l!m is possibly a way forward. Challenges to beconsidered d!ring the proposed second research cycle co!ld incl!de2 (/)


13/31

organisational challenges s!ch as large classes with only one facilitator are of greatconcern ( ) cognitive challenges to provide st!dents with a strong rationale foradopting a new instr!ctional approach& (+) the constant search for ways to makeproblems engaging and meaningf!l& (3) constraints presented by rigid and slow#changing teaching and learning programme str!ct!res& (4) the lack and availabilityof %!alified facilitators& and (9) time constraints.

,To learn to be a good (highly %!alified) teacher the person needs to be exposed todifferent contexts and pre#service teachers need opport!nities to practice theirac%!ired skills within these contexts, (Ftkina */*23).

Considering the findings on the lack in some knowledge domains and PCK criteriaregarding the teaching of nat!ral science displayed by pre#service teachersemanating from this st!dy the benefits for teaching and learning in the form of P7Asho!ld now seem clearer. =owever it wo!ld be beneficial to engage in a prod!cedsynergy of both the local and international context!al constraints while also beingmindf!l of the challenges presented in the foregoing section.

PCK development is time dependent and re%!ires m!t!alistic interaction betweenin# and pre#service teachers and !niversity s!pervisors. Close cooperation in thistriadic partnership we believe will address the problems enco!ntered in this st!dy.

Acknowledgement

6e thank the Centre for Teaching and Aearning ($tellenbosch Jniversity) forf!nding which made this research pro"ect possible.

References

itken HA 1 ildon ? /00 . Teacher Fd!cation and the ?eveloping Teacher2 The>ole of Personal Knowledge. n2 ;!llan 1 =argreaves (eds). Teacher-evelopment and $ducational hange . The ;almer Press. Ainks D

gbo $ **+. Aearning Comm!nity odel for Professional ?evelopment andTransformational Teacher Fd!cation2 Ainking Teacher Preparation with n#$erviceTeacher Aearning and $chool mprovement. n2 Preston ?$ (ed.). The Idea of

$ducation . msterdam B 2 >adopi. Ainks D7arnes $ 1 Bobles ? /000. Bational Gocational L!alifications in Fngland and $kills$tandards in Texas. n2 =ong H#C =orng H#$ Ain C#A 1 ChanAin A#H **8.Competency disparity between pre#service teacher ed!cation and in#serviceteaching re%!irements in Taiwan. +cience-irec t. International /ournal of $ducation-evelopment 823# *. Ainks D

7ra!n G 1 Clark G **9. Jsing thematic analysis in psychology. 0ualitative"esearch in 1sychology +2EE#/*/. Ainks D

Carlsen 6$ /00/. Fffects of new biology science teachers' s!b"ect#matter

knowledge on c!rric!lar planning. +cience $ducation E429+/#93E. Ainks D


14/31

Carlsen 6$ /00+. Teacher knowledge and disco!rse control2 L!antitative evidencefrom novice biology teachers' classrooms. /ournal of "esearch in +cience Teaching+*23E/#38/. Ainks D

Carlsen 6$ /000. ?omains of teacher knowledge. n2 :ess#Bewsome H 1 AedermanB: (eds). $xamining pedagogical content knowledge . ?ordrecht2 Kl!wer cademicP!blishers. Ainks D

Casey ? /000. ethod and Proced!re for ?eveloping Competency $tandards.>egency nstit!te of T ;F $ydney. n2 =ong H#C =orng H#$ Ain C#A 1 ChanAin A#H

**8. Competency disparity between pre#service teacher ed!cation and in#serviceteaching re%!irements in Taiwan. +cience-irect. International /ournal of $ducation-evelopment 823# *. Ainks D

Chick =A 1 =arris K **E. 1edagogical content knowledge and the use of examplesfor teaching ration . >F ;remantle InlineD vailable2www.aare.ed!.a!-*Epap-chi*E 89.pdf . ccessed Bov */*. Ainks D

?enscombe **E. The good research guide2 for small!scale social research pro ects . aidenhead Fngland2 Ipen Jniversity Press. Ainks D

?obey ?C 1 $chafer AF /083. The effects of knowledge on elementary sciencein%!iry teaching. +cience $ducation 982+0#4/. Ainks D

Ftkina F */*. Pedagogical content knowledge and preparation of high schoolphysics teachers. 1hysical "eview +pecial Topics ! 1hysics $ducation "esearch, 92/#

9. Ainks D

:oodno!gh K **9. Fnhancing pedagogical content knowledge thro!gh self#st!dy2

an exploration of problem#based learning. Teaching in higher education //2+*/#+/8. Ainks D

:oodno!gh K 1 =!ng 6 **8. Fngaging Teacher's Pedagogical Content Knowledge2dopting a Bine#$tep Problem #7ased Aearning odel. The Interdisciplinary /ournal

of 1roblem!based 3earning 29/#0*. Ainks D

:rossman PA /00*. The making of a teacher2 teacher knowledge and teachereducation . Bew ork2 Teachers College Press. Ainks D

=an!scin ?A Aee = 1 kerson GA */*. Flementary Teachers' PedagogicalContent Knowledge for Teaching the Bat!re of $cience. $cience Teacher Fd!cation.

InlineD vailable2http2--onlinelibrary.wiley.com . ccessed Bov */*. Ainks D

=ong H#C =orng H#$ Ain C#A 1 ChanAin A#H. **8. Competency disparity betweenpre#service teacher ed!cation and in#service teaching re%!irements in Taiwan.+cience-irect. International /ournal of $ducation -evelopment 823# *. Ainks D

Korthagen ; **3. n search of the essence of a good teacher2 toward a holisticapproach in teacher ed!cation. Teacher and Teacher $ducation *2EE#0E. Ainks D

Koster 7 7rekelmans Korthagen ; 1 6!bbels T **4. L!ality re%!irements forteacher ed!cators. Teaching and Teacher $ducation /2/4E#/E9. Ainks D
http://www.aare.edu.au/07pap/chi07286.pdfhttp://onlinelibrary.wiley.com/http://www.aare.edu.au/07pap/chi07286.pdfhttp://onlinelibrary.wiley.com/


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Aankford ? */*. Fxamining the Pedagogical Content Knowledge and Practice ofFxperiences $econdary 7iology Teachers for Teaching ?iff!sion and Ismosis.?octoral dissertation ;ac!lty of the :rad!ate $chool Jniversity of isso!ri.

InlineD vailable2http2--mospace.!msystem.ed! % &in's (

agn!sson $ Kra"cik H 1 7orko = /000. Bat!re so!rces and development ofpedagogical content knowledge. n2 :ess#Bewsome H 1 Aederman B: (eds).$xamining pedagogical content knowledge . ?ordrecht2 Kl!wer cademic P!blishers04#/+ . Ainks D

Bespor H /08E. The role of beliefs in the practice of teaching. /ournal of urriculum+tudies /02+/E#+ 8. Ainks D

Borms and $tandards ***. InlineD available2www.polity.org.Ma-html-govdocs-notices- *** ccessed + H!ne **8.http2--academic.s!n.ac.Ma-mathed-/E3-BI> $N * B?N *$T B? >?$N *;I>N *F?JC TI>$.pdf ccessed /9 ;ebr!ary */*. Ainks D

>$ ***. $o!th frican :overnment nformation. InlineD vailable2http2--www.info.gov.Ma-speeches- *** . ccessed on + H!ne **8 andhttp2--www.info.gov.Ma-view-?ownload;ile ctionA 1 errienboer HH: ***. 6hat is competence< constr!ctivistapproach as a way o!t of conf!sion. n2 =ong H#C =orng H#$ Ain C#A 1 ChanAin A#H.

**8. Competency disparity between pre#service teacher ed!cation and in#serviceteaching re%!irements in Taiwan. +cience-irect. International /ournal of $ducation-evelopment 823# *. Ainks D

$yh#Hong H **E. st!dy of st!dents' constr!ction of science knowledge2 Talk andwriting in a collaborative gro!p. $ducational "esearch 30294#8/. Ainks DGan ?riel H= Gerloop B 1 ?e Gos 6 /008. ?eveloping $cience Teacher'sPedagogical Content Knowledge. /ournal of "esearch in +cience Teaching +429E+#904. Ainks D

5embal#$a!l C $tarr A 1 Kra"cik H$ /000. Constr!cting a ;ramework forFlementary $cience Teaching !sing Pedagogical Content Knowledge. n2 :ess#Bewsome H 1 Aederman B: (eds). $xamining 1edagogical ontent 7nowledge2 Theconstruct and its Implications . Kl!wer cademic P!blishers. Ainks D
http://mospace.umsystem.edu/http://www.polity.org.za/html/govdocs/notices/2000http://academic.sun.ac.za/mathed/174/NORMS%20AND%20STANDARDS%20FOR%20EDUCATORS.pdfhttp://academic.sun.ac.za/mathed/174/NORMS%20AND%20STANDARDS%20FOR%20EDUCATORS.pdfhttp://www.info.gov.za/speeches/2000http://www.info.gov.za/view/DownloadFileAction?id=66234http://mospace.umsystem.edu/http://www.polity.org.za/html/govdocs/notices/2000http://academic.sun.ac.za/mathed/174/NORMS%20AND%20STANDARDS%20FOR%20EDUCATORS.pdfhttp://academic.sun.ac.za/mathed/174/NORMS%20AND%20STANDARDS%20FOR%20EDUCATORS.pdfhttp://www.info.gov.za/speeches/2000http://www.info.gov.za/view/DownloadFileAction?id=66234


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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 andinternationally and her research aims to promote creativity in science teaching andlearning.Chris >eddy is ssociate Professor in the ;ac!lty of Fd!cation at $tellenboschJniversity and =ead of the ?epartment of C!rric!l!m $t!dies. =e is a widelyp!blished rated social science researcher and his research interests incl!de teachered!cation environmental ed!cation and c!rric!l!m en%!iry.

lbotQs!n.ac.Ma

Appendi( A

Ipen#ended %!estions presented to participants d!ring the semi#str!ct!redinterviews. ?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 ***todos que s=o bastante atuali ado, > apenas oconhecimento 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 oconhecimento do assunto, mas eles sabem onde encontr8!lo. (Trad!Mido do

frikaans) aplicacompletamente evidente, que > a tradu


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Bo entanto em relaWUo [ seg!nda parte o conhecimento dos programas %!e sUorelevantes para !m determinado domXnio as percepWZes dos professores emserviWo mostro! !ma falta de compreensUo e conhecimento em !m dos domXniosespecXficos (escolas ? F e ;) do c!rrXc!lo de CiVncias Bat!rais o! se"a 'Farth and7eyond' %!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 novatode professores %!e tinham completado s!a formaWUo de professores no anoanterior. Fm apoio das observaWZes feitas em relaWUo ao domXnio especXfico de'Farth and 7eyond' os experientes em serviWo os professores manifestaram !mapreoc!paWUo semelhante il!strado nos seg!intes comentYrios2

parte das 8reas de aprendi agem que precisa de mais aten 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


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... Doc@ n=o pode di er a um aluno )r. * que a eletricidade vem de energia nucleare 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=oentendo ... (Trad!Mido do frikaans)

?e acordo com =ong =orng Ain e Chanlin ( **8) existe !ma disparidade entre aformaWUo de professores pr #serviWo e as exigVncias de trabalho em serviWo. Porconseg!inte pode#se inferir a partir dos comentYrios acima gravados d!rante esteest!do %!e os professores pr #serviWo ainda nUo tVm a consciVncia necessYria decompreensUo dos al!nos da ciVncia e diff!c!lty aprendiMagem e assim os f!t!rosprofessores nUo c!mprem totalmente com este crit rio especXfico de PCK eo papelde mediador. I %!arto crit rio conceit!ada no conhecimento de avaliaWUo %!e consiste noconhecimento das dimensZes da ciVncia aprendendo a ser avaliada e os m todos deavaliaWUo. Fm comentYrios dos professores em serviWo a Vnfase colocada no fatode %!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 professorespr #serviWo nUo p_de demonstrar habilidades de avaliaWUo como o se! perXodo deprYtica de ensino nUo permitem tempo s!ficiente. Is professores da escola F senti%!e os m todos de avaliaWUo eram m!ito complicado mesmo para eles e %!e elestinham %!e faMer m!ito trabalho administrativo e papelada. Componentes como oconhecimento da avaliaWUo e conhecimento de estrat gias de ensino sUo de alg!mapreoc!paWUo como indicado pelas seg!intes citaWZes2 Os alunos devem receber mais forma


27/31

different ways of representing content altho!gh they are good with newtechnologies,. +ome of them have good Internet knowledge, and then plan interesting interactivetasks. (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 doresearch and obtain what they need to present a specific type of class . (Translatedfrom frikaans) Pre#service teachers do f!lfill the role of researcher and life#long learner as theymake !se of available reso!rces to engage with ,new, information and contentdeveloping as s!b"ect experts.

t is evident from the res!lts that some of the criteria for PCK s!ch as orientationstoward teaching science knowledge and beliefs of science c!rric!l!m andknowledge of st!dents' !nderstanding of science are c!rrently addressed in theprogramme. $ome !ncertainties are however displayed regarding other criteria2knowledge of assessment in science (criterion 3) and knowledge of instr!ctionalstrategies (criterion 4). Bo links co!ld be made with criteria 3 and 4 in some of thetarget schools (schools ; and 7 respectively). This indicates a lack of knowledge inthe assessment of nat!ral science as well as a lack of instr!ctional strategies. Thesetwo criteria (3 and 4) make !p part of PCK and therefore it co!ld be inferred thatpre#service teachers' levels of PCK are not f!lly addressed and developed d!ring thepre#service science co!rse in o!r programme.

Concl s2o The overarching goals of this st!dy were to context!alise the importance of thedifferent knowledge domains and the PCK development of pre#service teachers aswell as an appraisal of PCK by in#service teachers. t was f!rther aimed at providinga space to implement ideas on science teaching and teaching strategies in a realenvironment in which pre#service teachers will be working. :enerally it can be inferred from the data that pre#service teachers do not complywith 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 ininnovative and creative ways as envisaged by the policy doc!ments. $ome of thepre#service teachers lacked the confidence to teach or do practical work. Pre#service teacher's confidence to teach effectively sho!ld develop d!ring teachertraining and this confidence will f!rther develop over time and with experience(=an!scin Aee 1 kerson */*& Aankford */*). n addition the pre#serviceteachers 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 implementvario!s strategies of assessment and s!ggested that time is needed to developthese competencies. This implies that f!rther refinement of PCK is related to timeand teaching experience that carries on beyond pre#service teaching into career

development.


28/31

Iverall the data prod!ced shows that aspects of PCK seem to be developed tovarying degrees within the pre#service teacher training co!rse and largely inisolation of each other. :oodno!gh 1 =!ng ( **8) arg!e that problem#basedlearning (P7A) is an instr!ctional approach that provides a means to fostermeaningf!l science learning while enhancing PCK. deas developed regarding P7Ashow that P7A as a teaching and learning process provides space and opport!nitiesfor the development of a variety of skills incl!ding concept!alisation and thinkingwhich might serve to better organise pre#service teachers with regard to f!lfillingthe roles set o!t in the policy doc!ments and to !tilise the many criteria of PCK aswell as integrating the different domains of knowledge pertaining to good scienceteaching. t is o!r contention that !sing P7A as a basis for teaching will integratethe criteria of agn!sson et al . (/000) and provide the space for holistic PCKdevelopment and broadening of the domains of knowledge within nat!ral sciencefor pre#service science teachers. 6hile this benefits the teaching of nat!ral scienceit will enhance the development of teaching competencies and roles as stip!lated inthe 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!trevisiting 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 toenhance PCK in the c!rric!l!m is possibly a way forward. Challenges to beconsidered d!ring the proposed second research cycle co!ld incl!de2 (/)organisational challenges s!ch as large classes with only one facilitator are of greatconcern ( ) cognitive challenges to provide st!dents with a strong rationale foradopting a new instr!ctional approach& (+) the constant search for ways to makeproblems engaging and meaningf!l& (3) constraints presented by rigid and slow#changing teaching and learning programme str!ct!res& (4) the lack and availabilityof %!alified facilitators& and (9) time constraints. ,To learn to be a good (highly %!alified) teacher the person needs to be exposed todifferent contexts and pre#service teachers need opport!nities to practice theirac%!ired skills within these contexts, (Ftkina */*23). Considering the findings on the lack in some knowledge domains and PCK criteriaregarding the teaching of nat!ral science displayed by pre#service teachersemanating from this st!dy the benefits for teaching and learning in the form of P7Asho!ld now seem clearer. =owever it wo!ld be beneficial to engage in a prod!cedsynergy of both the local and international context!al constraints while also beingmindf!l of the challenges presented in the foregoing section. PCK development is time dependent and re%!ires m!t!alistic interaction betweenin# and pre#service teachers and !niversity s!pervisors. Close cooperation in thistriadic partnership we believe will address the problems enco!ntered in this st!dy.

Reconhecimento 6e thank the Centre for Teaching and Aearning ($tellenbosch Jniversity) forf!nding which made this research pro"ect possible.

Refer0ncias itken HA 1 ildon ? /00 . Teacher Fd!cation and the ?eveloping Teacher2 The

>ole of Personal Knowledge. n2 ;!llan 1 =argreaves (eds). Teacher-evelopment and $ducational hange . The ;almer Press. AigaWZes D

gbo $ **+. Aearning Comm!nity odel for Professional ?evelopment andTransformational Teacher Fd!cation2 Ainking Teacher Preparation with n#$ervice


29/31

Teacher Aearning and $chool mprovement. n2 Preston ?$ (ed.). The Idea of$ducation . msterdam B 2 >adopi. AigaWZes D 7arnes $ 1 Bobles ? /000. Bational Gocational L!alifications in Fngland and $kills$tandards in Texas. n2 =ong HC =orng H$ Ain CA 1 ChanAin AH **8. Competencydisparity between pre#service teacher ed!cation and in#service teaching

re%!irements in Taiwan. +cience-irec t. International /ournal of $ducation-evelopment 823# *. AigaWZes D 7ra!n G 1 Clark G **9. Jsing thematic analysis in psychology. 0ualitative"esearch in 1sychology +2EE#/*/. AigaWZes D Carlsen 6$ /00/. Fffects of new biology science teachers' s!b"ect#matterknowledge on c!rric!lar planning. +cience $ducation E429+/#93E. AigaWZes D Carlsen 6$ /00+. Teacher knowledge and disco!rse control2 L!antitative evidencefrom novice biology teachers' classrooms. /ournal of "esearch in +cience Teaching +*23E/#38/. AigaWZes D Carlsen 6$ /000. ?omains of teacher knowledge. n2 :ess#Bewsome H 1 AedermanB: (eds). $xamining pedagogical content knowledge . ?ordrecht2 Kl!wer cademicP!blishers. AigaWZes D Casey ? /000. ethod and Proced!re for ?eveloping Competency $tandards.>egency nstit!te of T ;F $ydney. n2 =ong HC =orng H$ Ain CA 1 ChanAin AH

**8. Competency disparity between pre#service teacher ed!cation and in#serviceteaching re%!irements in Taiwan. +cience-irect. International /ournal of $ducation-evelopment 823# *. AigaWZes D Chick =A 1 =arris K **E. 1edagogical content knowledge and the use of examplesfor teaching ration . >F ;remantle InlineD vailable2 www.aare.ed!.a!-*Epap-chi*E 89.pdf . ccessed Bov */*. AigaWZes D

?enscombe **E. The good research guide2 for small!scale social research pro ects . aidenhead Fngland2 Ipen Jniversity Press. AigaWZes D ?obey ?C 1 $chafer AF /083. The effects of knowledge on elementary sciencein%!iry teaching. +cience $ducation 982+0#4/. AigaWZes D Ftkina F */*. Pedagogical content knowledge and preparation of high schoolphysics teachers. 1hysical "eview +pecial Topics ! 1hysics $ducation "esearch, 92/#

9. AigaWZes D :oodno!gh K **9. Fnhancing pedagogical content knowledge thro!gh self#st!dy2an exploration of problem#based learning. Teaching in higher education //2+*/#+/8. AigaWZes D :oodno!gh K 1 =!ng 6 **8. Fngaging Teacher's Pedagogical Content Knowledge2

dopting a Bine#$tep Problem #7ased Aearning odel. The Interdisciplinary /ournalof 1roblem!based 3earning 29/#0*. AigaWZes D :rossman PA /00*. The making of a teacher2 teacher knowledge and teachereducation . Bew ork2 Teachers College Press. AigaWZes D =an!scin ?A Aee = 1 kerson GA */*. Flementary Teachers' PedagogicalContent Knowledge for Teaching the Bat!re of $cience. $cience Teacher Fd!cation.

InlineD vailable2 http2--onlinelibrary.wiley.com . ccessed Bov */*. AigaWZes D =ong HC =orng H$ Ain CA 1 ChanAin AH. **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# *. AigaWZes D
http://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.aare.edu.au/07pap/chi07286.pdfhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.aare.edu.au/07pap/chi07286.pdfhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://onlinelibrary.wiley.comhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.aare.edu.au/07pap/chi07286.pdfhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://onlinelibrary.wiley.com


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Korthagen ; **3. n search of the essence of a good teacher2 toward a holisticapproach in teacher ed!cation. Teacher and Teacher $ducation *2EE#0E. AigaWZes D Koster 7 7rekelmans Korthagen ; 1 6!bbels T **4. L!ality re%!irements forteacher ed!cators. Teaching and Teacher $ducation /2/4E#/E9. AigaWZes

D Aankford ? */*. Fxamining the Pedagogical Content Knowledge and Practice ofFxperiences $econdary 7iology Teachers for Teaching ?iff!sion and Ismosis.?octoral dissertation ;ac!lty of the :rad!ate $chool Jniversity of isso!ri.

InlineD vailable2 http2--mospace.!msystem.ed! % &i"a2es (agn!sson $ Kra"cik H 1 7orko = /000. Bat!re so!rces and development of

pedagogical content knowledge. n2 :ess#Bewsome H 1 Aederman B: (eds). $xamining pedagogical content knowledge . ?ordrecht2 Kl!wer cademicP!blishers 04#/+ . AigaWZes D Bespor H /08E. The role of beliefs in the practice of teaching. /ournal of urriculum+tudies /02+/E#+ 8. AigaWZes D

Borms and $tandards ***. InlineD available2 www.polity.org.Ma-html-govdocs-notices- *** ccessed + H!ne **8. http2--academic.s!n.ac.Ma-mathed-/E3-BI> $N * B?N *$T B? >?$N *;I>N *F?JC TI>$.pdf ccessed /9 ;ebr!ary */*. AigaWZes D >$ ***. $o!th frican :overnment nformation. InlineD vailable2 http2--www.info.gov.Ma-speeches- *** . ccessed on + H!ne **8 and http2--www.info.gov.Ma-view-?ownload;ile ctionA 1 errienboer HH: ***. 6hat is competence< constr!ctivistapproach as a way o!t of conf!sion. n2 =ong HC =orng H$ Ain CA 1 ChanAin AH.

**8. Competency disparity between pre#service teacher ed!cation and in#serviceteaching re%!irements in Taiwan. +cience-irect. International /ournal of $ducation-evelopment 823# *. AigaWZes D $yh#Hong H **E. st!dy of st!dents' constr!ction of science knowledge2 Talk andwriting in a collaborative gro!p. $ducational "esearch 30294#8/. AigaWZes D Gan ?riel H= Gerloop B 1 ?e Gos 6 /008. ?eveloping $cience Teacher'sPedagogical Content Knowledge. /ournal of "esearch in +cience Teaching +429E+#904. AigaWZes D 5embal#$a!l C $tarr A 1 Kra"cik H$ /000. Constr!cting a ;ramework forFlementary $cience Teaching !sing Pedagogical Content Knowledge. n2 :ess#Bewsome H 1 Aederman B: (eds). $xamining 1edagogical ontent 7nowledge2 Theconstruct and its Implications . Kl!wer cademic P!blishers. AigaWZes D
http://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://mospace.umsystem.eduhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.polity.org.za/html/govdocs/notices/2000http://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.polity.org.za/html/govdocs/notices/2000http://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://academic.sun.ac.za/mathed/174/NORMS%2520AND%2520STANDARDS%2520FOR%2520EDUCATORS.pdfhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://academic.sun.ac.za/mathed/174/NORMS%2520AND%2520STANDARDS%2520FOR%2520EDUCATORS.pdfhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://academic.sun.ac.za/mathed/174/NORMS%2520AND%2520STANDARDS%2520FOR%2520EDUCATORS.pdfhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.info.gov.za/speeches/2000http://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.info.gov.za/view/DownloadFileAction%3Fid%3D66234http://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://mospace.umsystem.eduhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.polity.org.za/html/govdocs/notices/2000http://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://academic.sun.ac.za/mathed/174/NORMS%2520AND%2520STANDARDS%2520FOR%2520EDUCATORS.pdfhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://academic.sun.ac.za/mathed/174/NORMS%2520AND%2520STANDARDS%2520FOR%2520EDUCATORS.pdfhttp://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.info.gov.za/speeches/2000http://translate.google.com/translate?hl=pt-BR&prev=_t&sl=en&tl=pt-BR&u=http://www.info.gov.za/view/DownloadFileAction%3Fid%3D66234


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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 andinternationally and her research aims to promote creativity in science teaching andlearning. Chris >eddy is ssociate Professor in the ;ac!lty of Fd!cation at $tellenboschJniversity and =ead of the ?epartment of C!rric!l!m $t!dies. =e is a widelyp!blished rated social science researcher and his research interests incl!de teachered!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!redinterviews. ?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#interviewdisc!ssion) +. ?id the pre#service teachers display and-or apply any of these roles andprinciples d!ring their teaching practice< 3. ?id the pre#service teachers apply newly ac%!ired pedagogical skills and-orinstr!ctional strategies< 4. ?id the pre#service teachers display a deep !nderstanding of science and sciencecontent 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 $ciencec!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 learnersin order to maintain good discipline in a diverse classroom and to identify problemareas<

Ap0ndice
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