10 SES 14 C, Teacher Professional Knowledge Development: the Linkage between General and Specific Pedagogical Knowledge (Part 2)
Symposium: continued from 10 SES 13 C
The analysis of the STEAM European project’s products, and professional knowledge of eighteen science teachers entails to elaborate a model for specifying Inquiry based science teaching [IBST] strategies. The paper explore to what extent this model complement the research about pedagogical content knowledge [PCK]. Teacher professional knowledge growth is understood as an on-going process upon crucial dimensions of the work situation. Professional knowledge is grasped through cognitive units. These teacher work-process knowledge [TPWK] consist of teacher’s main goals, relevant clues picked up from the classroom, repertoire of actions, and reference knowledge. The set of TWPK of 12 French science teachers in lower secondary schools is analysed -6 are new teachers who intend to a programme based on teacher collaboration; 6 are experienced teachers without CPD. The analysis focuses on teachers’ practices towards argumentation. The results show that NSTs tend to encourage students to consider their mates' assumptions, results, and conclusions whereas ESTs tend to limit their action in facilitating exchanges among students. The differences between these two kinds of general pedagogical knowledge will be discussed. We claim that teacher collaboration might support the moving of PK towards a better undertake of students’ needs and thus might contribute to generate PCK.
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