Secondary Students' Perceptions of Their Teachers' Pedagogical Content Knowledge: A Scale Development Study

Autor/inn/en	Uner, Sinem; Akkus, Huseyin
Titel	Secondary Students' Perceptions of Their Teachers' Pedagogical Content Knowledge: A Scale Development Study
Quelle	In: Teacher Development, 23 (2019) 5, S.566-587 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uner, Sinem) ORCID (Akkus, Huseyin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2019.1674685
Schlagwörter	Student Attitudes; Pedagogical Content Knowledge; Student Evaluation of Teacher Performance; Secondary School Teachers; Secondary School Students; Validity; Reliability; Factor Analysis; Knowledge Base for Teaching; Teaching Methods; Evaluation Methods; Academic Standards; Testing; Difficulty Level; Chemistry; Science Teachers; Science Instruction; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Pädagogische Kompetenz; Sekundarschüler; Gültigkeit; Reliabilität; Faktorenanalyse; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Testdurchführung; Testen; Schwierigkeitsgrad; Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Türkei
Abstract	Students' perceptions are one of the sources that can be used to capture teachers' PCK. Therefore, the aim of this study was to develop a scale to determine secondary students' perceptions of their teachers' PCK. Validity and reliability studies were conducted with 659 students. Both exploratory factor analysis and confirmatory factor analysis were done. The scale named secondary school students' perceptions of their teachers' pedagogical content knowledge (SPTPCK) scale has two parts. The first part includes four factors containing perceptions about knowledge of students, knowledge of curriculum, knowledge of instructional strategies, and knowledge of assessment. These factors explain 59.340% of the total variance. The second part includes four factors containing perceptions about student-centered, academic rigor, examination-centered and didactic orientations. These factors explain 63.059% of the total variance. The analyses show that the scale is statistically valid and reliable and can be used for examining students' perceptions of their teachers' PCK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01