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KMID : 1059520220660010015
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Journal of the Korean Chemical Society
2022 Volume.66 No. 1 p.15 ~ p.30
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Interactions among Components of Pedagogical Content Knowledge of Science Teachers in a Teacher Learning Community
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Yang Jung-Eun
Choi Ae-Ran
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Abstract
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The purpose of this study was to examine interactions among components of pedagogical content knowledge of middle school science teachers in a teacher learning community targeting science practice-based instruction. Data collection consisted of pre and post questionnaire and interview with each of five science teachers, audio-recording of teacher discussion in a teacher learning community, lesson plans, teacher written reflection, and video-recording of teaching practice. Qualitative data analysis revealed that there were two types of interactions, i.e., one-way interaction and two-ways interaction among components of pedagogical content knowledge of science teachers in a teacher learning community. There were also consecutive interactions as well as one-shot interaction. For two-ways interaction there were synchronous two-ways interaction in a teacher learning community meeting as well as consecutive two-ways interaction along with several meetings. This study provides implications that collaborative learning context in a teacher learning community should stimulate various types interactions among components of pedagogical content knowledge.
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KEYWORD
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Interaction among pedagogical content knowledge, Teacher learning community, Science practice
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