Enhancing Pedagogical Content Knowledge in Preservice Science Teachers

Prasart Nuangchalerm

Abstract


Preservice teachers are key element to shape students’ attributes and key factor affecting to motivate students to have achievement in learning behaviors. This study aims to investigate pedagogical content knowledge of preservice teachers. Forty three preservice science teachers participated the study, inquiry-based instruction was implemented in the context of science teaching and learning for enhancing pedagogical content knowledge. A variety of qualitative methods were employed to examine the engagement of their pedagogical content knowledge. The findings can be indicated that inquiry-based instruction can enhance pedagogical content knowledge and its result can be used for teacher preparation program as well.

Full Text: PDF DOI: 10.5539/hes.v2n2p66

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This work is licensed under a Creative Commons Attribution 3.0 License.

Higher Education Studies  ISSN 1925-4741 (Print)   ISSN 1925-475X (Online)

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