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 language | English |
|---|---|
| Pages (from-to) | 508-523 |
| Number of pages | 16 |
| Journal | Asia-Pacific Journal of Teacher Education |
| Volume | 47 |
| DOIs | |
| Publication status | Published - 2019 |
Keywords
- Science pre-service teachers
- science teacher educators
- pedagogical knowledge
- critical incidents
Cite this
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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 journal › Article › Research › peer-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 -