In-service Science Teachers’ Pedagogical Content Knowledge

Abstract

The concept of pedagogical content knowledge is widely distributed in science and mathematics teaching. This study aims to study how in-service science teachers react their role in the concept of Pedagogical Content Knowledge (PCK). Five in-service science teachers participated in this study through project leader teacher to change in science and mathematics instruction since 2010 which is supported by Institute of Teaching Promotion for Science and Technology (IPST). Interviewing, classroom observation, and informal small group discussion are employed. Data is analyzed and then presented by descriptive explanation in terms of knowledge base (Shulman, 1987). Findings revealed that in-service teachers can change their ideas how to react their role in PCK as well. They can employ instructional strategies and integrate content knowledge into classroom based on motivation in teacher profession. The findings will be discussed and developed instructional strategies in which relevant to philosophy and nature of science.
Key words: PCK; pedagogical content knowledge; in-service teacher; science teaching