Researchers have conducted studies of teacher characteristics, their competence in teaching, teacher attitudes (Butcher, 1965; Lacey, 1977), and teacher knowledge base (Shulman, 1986). Pedagogical content knowledge (PCK) is a central understanding for the geography teacher. It integrates subject knowledge, curriculum and a knowledge of learners. It expresses the ability of the student teacher to interpret and translate geographical knowledge and understandings into forms appropriate to the learner. The development of PCK, however, is difficult task for the beginning teacher. This paper summarizes a two-year case study of the growth of PCK exhibited by two contrasting cases of teachers in training and discusses the factors that determinded the path taken. In the main study, semi-structed interviews have been conducted with the student teachers at regular intervals to collect data on their PCK and the potential influences on their knowledge base. The findings reveal that the paths taken by student teachers reflected in particular variations in perceptions and dispositions, commitment to teaching and the experiences of the student teacher while in secondary school. The implications from the study suggest a teacher education programme, in alignment with the development of PCK of student teachers, that considers the perceptions and dispositions they have brought with them on entry into the teacher education institute.
|Publication status||Published - 2004|
CitationCheng, I. N. Y. (2004, April). A case study of conceptions of pedagogical content knowledge of geography student teachers during training: The role of perceptions and dispositions. Paper presented at the Pacific Circle Consortium 28th Annual Conference: Civic Values and Social Responsibility in a Global Context, The Hong Kong Institute of Education, China.
- Teacher Education
- Teacher Education and Professional Development