The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Research on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent’s (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant’s dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced.

Original languageEnglish
Pages (from-to)508-523
Number of pages16
JournalAsia-Pacific Journal of Teacher Education
Volume47
DOIs
Publication statusPublished - 2019

Keywords

  • Science pre-service teachers
  • science teacher educators
  • pedagogical knowledge
  • critical incidents

Cite this

@article{ab6fe222915e48c290f79f40de21da8c,
title = "The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education",
abstract = "Research on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent’s (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant’s dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced.",
keywords = "Science pre-service teachers, science teacher educators, pedagogical knowledge, critical incidents",
author = "Rebecca Cooper",
year = "2019",
doi = "10.1080/1359866X.2018.1517407",
language = "English",
volume = "47",
pages = "508--523",
journal = "Asia-Pacific Journal of Teacher Education",
issn = "1359-866X",
publisher = "Taylor & Francis",

}

The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education. / Cooper, Rebecca.

In: Asia-Pacific Journal of Teacher Education, Vol. 47, 2019, p. 508-523.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education

AU - Cooper, Rebecca

PY - 2019

Y1 - 2019

N2 - Research on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent’s (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant’s dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced.

AB - Research on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent’s (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant’s dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced.

KW - Science pre-service teachers

KW - science teacher educators

KW - pedagogical knowledge

KW - critical incidents

UR - http://www.scopus.com/inward/record.url?scp=85053311328&partnerID=8YFLogxK

U2 - 10.1080/1359866X.2018.1517407

DO - 10.1080/1359866X.2018.1517407

M3 - Article

VL - 47

SP - 508

EP - 523

JO - Asia-Pacific Journal of Teacher Education

JF - Asia-Pacific Journal of Teacher Education

SN - 1359-866X

ER -