Search results for: Aydeniz Mehmet
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The purpose of this study was to explore how middle grades interns planned, conducted, and reflected upon their teaching practices as the result of conducting action research. The findings revealed that conducting action research engaged the participants in inquiry into their own practice. The interns realized that this process gave them the opportunity to question their existing personal beliefs and to reform their personal theories upon which change in practice could support effective student learning. Additionally, this process was a means to reflect upon and determine ways to change their teaching practices. These interns focused on the students and used assessments that would help them to learn how to assist all of their students, including those that were struggling. Finally, meaningful action research that involves critical examination requires a great deal of cooperation.
Updated: Mar. 04, 2015
The goal of this article is to report on the challenges the authors faced in designing an instrument aimed at measuring pre-service science teachers’ topic-specific pedagogical content knowledge (PCK(. The discussion focuses on the implications of the aforementioned PCK assessment tool for enhancing pre-service science teachers’ topic-specific PCK and the challenges associated with measuring and enhancing pre-service science teachers’ PCK. Furthermore, the discussion focuses on the ways in which science-teacher educators can engage in transforming the concept of PCK and its use for research and professional development.
Updated: Dec. 23, 2014