PCK 관점에서의 중등물리교사 양성과정과 물리 교수 실천 분석 = Pedagogical Content Knowledge Addressed in Initial Physics Teacher Preparation Programs and the Nature of Physics Teaching Practices

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the pedagogical content knowledge (PCK) in physics involved in two-step physics teacher preparation: undergraduate teacher preparation and professional development programs for teacher license advancement. For analysis, PCK was divided into eight areas, and the relative emphasis on each area during each step of initial teacher preparation programs was examined. Also, a sample of teachers, selected by the purposive sampling, were surveyed, of which three were interviewed about their perceptions of the relative emphasis on each area of PCK and their preferred emphasis. To examine the degree and ways teachers enacted their PCK, four teachers` classroom teaching were observed over a series of lessons. The results showed that the teachers surveyed and interviewed in this study were satisfied with the degree of emphasis on PCK that they experienced during their licensure programs. However, there was an unbalanced emphases on different areas of PCK. Knowledge about physics and physics teaching methods were emphasized whereas knowledge of assessment, teaching orientation, and learning context were overlooked. This unbalanced emphasis was found to affect teaching practices in the classroom. Based on the findings of this study, a number of strategies for addressing overlooked areas of PCK and ways to improve the current physics teacher preparation programs.

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