Finnish graduated physics teachers' views about their teacher education program - The disparity between the needs and delivery
Self archived versionpublished version
MetadataShow full item record
CitationLeinonen, Risto. Haaranen, Markku. Kesonen, Mikko. Koponen, Mika. Hirvonen, Pekka E. Asikainen, Mervi A. (2020). Finnish graduated physics teachers' views about their teacher education program - The disparity between the needs and delivery. Journal of technology and science education, 10 (1) , 101-116. 10.3926/jotse.820.
In this article, graduated physics teachers’ views about their teacher education program and professional needs are evaluated. With respect to teacher knowledge, Physical Knowledge for Teaching (PKT) framework consisting of six domains related to content knowledge and pedagogical content knowledge was developed based on the framework of Mathematical Knowledge for Teaching. PKT was utilized in the design of a Likert scale instrument that aims to discover teachers’ views concerning these six domains from two separate viewpoints: to what extent the domains were covered in their teacher education program concerning the domains, and how important is that theme for their profession. Results revealed that teachers see that the domains related to common content knowledge and structures of physics have been addressed adequately in their teacher education but characteristics of other domains, such as teaching methods, evaluation, and motivating learners, received less favorable evaluations. With respect to the importance of different domains for teacher profession, teachers valued the importance of every domain of teacher knowledge highly. These findings suggest that the greatest deficiencies in this physics teacher education program lie on addressing pedagogical content knowledge with its various sub-domains. Our PKT framework offers a promising base for evaluating physics teacher knowledge. We suggest that a framework for teacher knowledge should be explicitly introduced for pre-service teachers in their education so that they could evaluate their knowledge and professional needs better.
Subjectsteacher knowledge in-service teacher education physics teachers
Link to the original itemhttp://dx.doi.org/10.3926/jotse.820
PublisherOmnia Publisher SL
Showing items related by title, author, creator and subject.
Dimensions of Quality in Teacher Education: Perception and Practices of Teacher Educators in the Universities of Sindh, Pakistan Sahito Zafarullah; Vaisanen Pertti (Sciedu Press, 2017)This study was conducted to explore the dimensions of quality education in teacher education departments at universities of Sindh province of Pakistan. The qualitative research approach was employed for data collection and ...
Dimensions of Job satisfaction of Teacher Educators: A Qualitative Study of the Universities of Sindh Province of Pakistan Sahito Zafarullah; Väisänen Pertti (Sciedu Press, 2016)This research study examines the job satisfaction level and its dimensions of teacher educators-who are working atthe departments, faculties and institutes of education. In-depth semi-structured interviews were conducted ...
Factors affecting job satisfaction of teacher educators : empirical evidence from the Universities of Sindh Province of Pakistan Sahito Zafarullah; Väisänen Pertti (2017)This study determines, explores and examines the factors affecting the job satisfaction of teacher educators of the universities of Sindh. A qualitative research design was employed to collect data from teacher educators ...