Enhancing pedagogical content knowledge in a collaborative school-based professional development program for inquiry-based science teaching

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6 Citations (Scopus)

Abstract

This study reports on the trial of a school-based professional development process aimed at helping science teachers improve their inquiry-based science teaching skills. This process focuses on developing the pedagogical content knowledge of teachers through peer collaboration, under the guidance of a teacher educator. A multi-method interpretive approach is employed to capture the development of such knowledge in the research process. The findings reveal both the potential for collaborative professional development in in-service teacher training, and the challenges faced by both primary school science teachers and teacher educators in promoting inquiry-based science teaching. The implications of the findings are discussed to develop a more in-depth understanding of the nature and processes of pedagogical content knowledge. Copyright © 2011 HKIEd APFSLT.
Original languageEnglish
Article number3
JournalAsia-Pacific Forum on Science Learning and Teaching
Volume12
Issue number2
Publication statusPublished - Dec 2011

Citation

Lee, Y. C. (2011). Enhancing pedagogical content knowledge in a collaborative school-based professional development program for inquiry-based science teaching. Asia-Pacific Forum on Science Learning and Teaching, 12(2), Article 3.

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