Exploring the Complexity of Teaching: The Interaction between Teacher Self-Regulation and Pedagogical Content Knowledge

Autor/inn/en	Uzuntiryaki-Kondakci, Esen; Demirdögen, Betül; Akin, Fatma Nur; Tarkin, Aysegul; Aydin-Günbatar, Sevgi
Titel	Exploring the Complexity of Teaching: The Interaction between Teacher Self-Regulation and Pedagogical Content Knowledge
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 1, S.250-270 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c6rp00223d
Schlagwörter	Self Management; Pedagogical Content Knowledge; Preservice Teachers; Science Teachers; Chemistry; Semi Structured Interviews; Lesson Plans; Video Technology; Teaching Skills; Coding; Goal Orientation; Strategic Planning; Emotional Response; Decision Making; Attention; Case Studies; Qualitative Research; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Selbstmanagement; Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Lesson planning; Unterrichtsplanung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Codierung; Programmierung; Zielorientierung; Zielvorstellung; Strategy; Planning; Strategie; Planung; Emotionales Verhalten; Decision-making; Entscheidungsfindung; Aufmerksamkeit; Case study; Fallstudie; Case Study; Qualitative Forschung; Ausland; Türkei
Abstract	This study combined two important frameworks--teacher self-regulation and pedagogical content knowledge (PCK)--to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01