Eliciting Preservice Teachers' Pedagogical Design Capacity and Pedagogical Content Knowledge Through Their Inquiry-Oriented Curriculum Materials

• In Event: AERA Poster Session 11
  In Poster Session: Science Teaching and Learning: Preservice and In-Service Science Teacher Learning

Abstract

This study aimed to unravel pre-service teachers’ Pedagogical Design Capacity (PDC) and Pedagogical Content Knowledge (PCK) for Inquiry-Based Learning (IBL) through examining their inquiry-oriented curriculum materials. The participants (n=44) enrolled in a science methods course that was organized in four phases. Teachers’ curriculum materials were analyzed using grounded theory methodology and the constant comparative method. Findings indicate that teachers’ curriculum materials were developed along five PCK for IBL dimensions. A number of characteristics of teachers’ curriculum materials were identified, which in turn clustered along three levels of increased sophistication that pertain to teachers’ PDC per dimension. Three different PCK for IBL profiles were revealed. The findings designate that teachers have conceptualized in diverse ways the underlying principles of IBL.

Authors

• Marios Papaevripidou, University of Cyprus

• Zacharias C. Zacharia, University of Cyprus

• Maria Irakleous, University of Cyprus