Teacher Perceptions of Science Pedagogical Content Knowledge Obtained in an Educator Preparation Programs at a Middle Tennessee State University
Abstract
Research states that elementary educators do not possess the adequate pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Lewis, 2017) The purpose of this mixed method study that took place at a public land-grant university in a large metropolitan city in the southern area of the United States was to gather the perceptions of both preservice (PST) and in-service educators on the pedagogical science content knowledge they received from the university. This study aimed to discover which aspects of the elementary educator preparation program, if any, needs to be modified to cultivate adequate pedagogical content knowledge needed to teach science effectively. The participants of this study answered survey questions that provided both quantitative and qualitative data. The results of the study suggest that less than 70% of participants felt prepared to teach science in the elementary classroom.
Subject Area
Curriculum development|Pedagogy|Teacher education|Higher education
Recommended Citation
Juanita Bianca Crumbly-Franklin,
"Teacher Perceptions of Science Pedagogical Content Knowledge Obtained in an Educator Preparation Programs at a Middle Tennessee State University"
(2021).
ETD Collection for Tennessee State University.
Paper AAI28869413.
https://digitalscholarship.tnstate.edu/dissertations/AAI28869413