Science Teacher Orientations and Pedagogical Content Knowledge as a Sum of Middle School Science Subject Domain Constructions

• In Event: Roundtable Session 56
  In Roundtable Session: The Impact of Preservice and In-Service Teachers' Pedagogical Content Knowledge on Science Lesson Designs and Implementation

Abstract

This research investigated the impact of Science Teacher Orientations (STOs), a component of Pedagogical Content Knowledge (PCK), on classroom instruction. Using qualitative methods, the findings, from interviews and previously collected journaling data, suggest that the participant’s beliefs coalesced to form a reform-based STO that was not consistently actualized in classroom instruction. This research addresses a gap in the literature by examining the interplay between STOs and PCK constructions across two subject domains. Through interviews and observations of one teacher’s classroom across two sequentially taught units in the middle school curriculum, this research contests the unitary ontology often ascribed to teachers and points to the need for care in generalizing about teacher practice.

Authors

• Todd Campbell, University of Connecticut

• Wayne Melville, Lakehead University

• Dawne Goodwin, University of Connecticut