A Self-Study of a Thai Teacher Educator’s Attempts to Develop Student Teachers’ Pedagogical Content Knowledge

• In Event: Roundtable Session 52
  In Roundtable Session: Improving Science Education Through Self-Study

Abstract

In this study, the first author as a Thai teacher educator employed self-study as a research methodology to investigate his own understandings, questions, and curiosities about pedagogical content knowledge (PCK) and the ways he engaged student teachers in a field-based science methods course designed to help them to develop their PCK. Qualitative data gathered included: the syllabi, handouts; work submitted by student teachers, student teachers’ journal entries; and, the teacher’s journal entries, and video recording of his classroom teaching. Data were analyzed through an inductive process to identify ways the teacher educator attempted to enhance student teachers’ PCK. The implication of this study is to help us as teacher educators think about how to support and develop student teachers’ PCK.

Authors

• Chatree Faikhamta, Kasetsart University

• Anthony Clarke, The University of British Columbia