Promoting Awareness about Pedagogical Content Knowledge
DOI:
https://doi.org/10.70290/jeti.v2i2.91Keywords:
Reflective practice, pedagogical content knowledge, content representation, combustion, air componentsAbstract
The purpose of this research is to evaluate the impact of the feedback gained from targeted self-confrontation on a teacher’s knowledge about his own practice. To do so, we opted for a case study within a qualitative approach. Through a sequence of self-confrontations, we employed content representation (CoRe) as a tool to advance a teacher’s pedagogical content awareness. We investigated the evolution of content representation during three self-confrontations assisted by CoRe. And we used the outcomes to draw up a CoRe design for each self-confrontation. The topic of teaching was air components and combustion. The results show an important increase of content aspects considered by the teacher during self-confrontation. We concluded that CoRe is an efficient tool that can contribute to elicit teacher’s awareness about the significant aspects of content pedagogical knowledge.
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