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PERC 2009 Abstract Detail Page

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Abstract Title: The Examination of Beginning Secondary Physics Teachers’ PCK through Two Different Research Lenses
Abstract: This study examines the pedagogical content knowledge (PCK) of beginning physics teachers through two different research lenses – cognitive and teacher education research. The cognitive research lens examines PCK through the nature of expertise. Beginning physics teachers are considered novices, and therefore exhibit certain characteristics in terms of knowledge structure and pedagogies specific to teaching physics. The teacher education research lens examines PCK as one element within the necessary knowledge for teaching. All teachers move through a continuum of professional development, where beliefs about teaching interact with different types of knowledge (content, pedagogical, context, and pedagogical content knowledge) and classroom practice. Each of these areas develops with time spent in the profession of teaching. Data collected from four beginning secondary physics teachers over their first two years of teaching are used to illustrate similarities and differences between these two research lenses, within the characterization and development of PCK for teaching physics.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Jennifer J. Neakrase
New Mexico State University
Department of Physics
MSC 3D, PO Box 30001
Las Cruces, NM 88003
Phone: 575-646-3428
Fax: 575-646-1934