How Preservice Teachers' Subject Matter Knowledge Affects Their Content Story Lines in Teaching Photosynthesis

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Exploring Culture, Identity, and Inquiry in STEM Teacher Education

Abstract

There is considerable interests in strengthening teachers’ subject matter knowledge (SMK) in teacher preparation programs but yet there is little study exploring how teachers’ SMK influences teachers’ teaching practices. This study examined the relationships between preservice teachers’ SMK and their abilities of making content storylines in teaching photosynthesis. Preservice teachers’ SMK was measured by a paper-pencil test and their teaching practice were video recorded and scored using a content storyline rubric. Participants of this study included 31 preservice biology teachers. Results shows that preservice teachers’ SMK is significantly related to their abilities of designing and applying coherent content storylines (r=.681, p<.001) in different ways. Implications for science teacher education and professional development programs were discussed.

Authors

• Chunlei Zhang, East China Normal University

• Lu Fang, East China Normal University

• Bin Zhou, East China Normal University

• Zhi Zhang, Shanghai Educational Technology Center