Date of Publication
9-2014
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Science Education Major in Physics
Subject Categories
Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Minie Rose C. Lapinid
Defense Panel Chair
Lydia S. Roleda
Defense Panel Member
Auxencia A. Limjap
Maricar S. Prudente
Roberto T. Borromeo
Teresa P. Yasa
Abstract/Summary
At this time of focus on national standards to guide the credentialing of teachers, we must recognize that pedagogical content knowledge is at the heart of teaching in ways consistent with the standards. The components of pedagogical content knowledge can help us view those standards in ways that will maximize the development of programs that can support teachers in developing the knowledge required for successful teaching.
In an effort to contribute to the literature that conceptualizes PCK in higher education research, this study investigates how tertiary physics teachers represent PCK. The Magnusson et al. (1999) PCK model was used as theoretical framework to explore the PCK of tertiary physics teachers in teaching specific topics in physics. The components of the model formed the basis for the interview questions of this study. Data includes semi-structured interviews, classroom observations, and lecture notes. A case study method was utilized in this study to conduct an in-depth investigation focusing on the PCK conceptualization of six in-service tertiary physics teachers in a state university. The method of analysis chosen in this study was a hybrid approach of qualitative methods of thematic analysis. It incorporated both the deductive “a priori” template of codes approach by Crabtree and Miller (1999) and the data-driven inductive approach of Boyatzis (1998). The findings of this study reveal that all the cases subscribed to common PCK components. These components were: (1) physics teaching orientation; (2) knowledge of instructional planning; (3) knowledge of teaching strategies; (4) knowledge of assessments; and (5) knowledge of physics curriculum, (6) knowledge of students, (7) teacher education, and (8) teacher experience. Specific sub-components within each component were also identified. Based on the cross-case analysis of the data in the study, assertions were presented.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Physics—Study and teaching; Physics teachers
Recommended Citation
Abana, N. M. (2014). Towards development of a framework on pedagogical content knowledge among physics teachers in tertiary education. Retrieved from https://animorepository.dlsu.edu.ph/etdd_scied/30
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Embargo Period
9-2026
