Exploring what contributes to the knowledge development of secondary physics and physical science teachers in a continuous professional development context

Show simple item record

dc.contributor Harrell, James W.
dc.contributor Houser, Rick
dc.contributor Shwery, Craig S.
dc.contributor Sunal, Cynthia S.
dc.contributor Wilson, Elizabeth K.
dc.contributor.advisor Sunal, Dennis W.
dc.contributor.author Nelms, April Wagnon
dc.date.accessioned 2017-03-01T16:34:56Z
dc.date.available 2017-03-01T16:34:56Z
dc.date.issued 2012
dc.identifier.other u0015_0000001_0001050
dc.identifier.other Nelms_alatus_0004D_11226
dc.identifier.uri https://ir.ua.edu/handle/123456789/1532
dc.description Electronic Thesis or Dissertation
dc.description.abstract This dissertation used qualitative methodologies, specifically phenomenological research, to investigate what contributes to the development of pedagogical content knowledge (PCK) of physics and physical science teachers who participate in a content-specific continuous professional development program. There were five participants in this study. The researcher conducted participant observations and interviews, rated participants degree of reformed teaching practices using the Reformed Teaching Observation Protocol, surveyed participants' self-efficacy beliefs using the Science Teacher Efficacy Belief Instrument "A," and rated participants'' level of PCK using the PCK Rubrics. All data were analyzed, and a composite description of what contributes to physics and physical science teachers' PCK development through a continuous professional development program emerged. A theory also emerged from the participants' experiences pertaining to how teachers' assimilate new conditions into their existing teaching schema, how conditions change teachers' perceptions of their practice, and outcomes of teachers' new ideas towards their practice. This study contributed to the literature by suggesting emergent themes and a theory on the development of physics and physical science teachers' PCK. PCK development is theorized to be a spiral process incorporating new conditions into the spiral as teachers employ new science content knowledge and pedagogical practices in their individual classroom contexts.
dc.format.extent 243 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education
dc.subject.other Science education
dc.subject.other Physics
dc.title Exploring what contributes to the knowledge development of secondary physics and physical science teachers in a continuous professional development context
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account