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    Content knowledge development in a chemistry teacher preparation program: A current potentials and challenges

    Access Status
    Open access via publisher
    Authors
    Widhiyanti, T.
    Treagust, D.
    Mocerino, Mauro
    Vishnumolakala, V.
    Date
    2017
    Type
    Conference Paper
    
    Metadata
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    Citation
    Widhiyanti, T. and Treagust, D. and Mocerino, M. and Vishnumolakala, V. 2017. Content knowledge development in a chemistry teacher preparation program: A current potentials and challenges.
    Source Title
    AIP Conference Proceedings
    DOI
    10.1063/1.4995115
    ISBN
    9780735415485
    School
    Department of Chemistry
    URI
    http://hdl.handle.net/20.500.11937/56572
    Collection
    • Curtin Research Publications
    Abstract

    © 2017 Author(s). One of the essential facets in teacher education program is the development of the teachers' content knowledge and it has been suggested by many scholars that the study to analyse the process of content knowledge development in teacher education program is necessary. Regarding this, the aim of this research is to evaluate the existing program of developing pre-service chemistry teachers' content knowledge, especially in the topic about the particulate nature of matter. The curriculum of content knowledge development was analysed using the forms of the curriculum evaluation (Akker, 1998; Goodlad, Klein, and Tye (1979); Treagust, 1987). Within this framework, the curriculum was evaluated in several aspects including the vision and intention of the curriculum as mentioned in the curriculum documents (intended curriculum), the users' interpretation and perception about the curriculum (perceived curriculum), the actual process of curriculum implementation (implemented curriculum), and the outcomes of the curriculum (achieved curriculum). According to the framework used for this study, the research combined qualitative and quantitative methods of data collection and the interpretation including document analysis, classroom observation, interviews, and two-tier diagnostic test. Through this research we examined the coherence among those aspects. The results reveal that although the content knowledge development is explicitly intended in a curriculum, its implementation and lecturers' perceptions give influence in the results as appear in pre-service teachers' achievements. In general, this research provides basic information about the effectiveness of the program including the challenges and the potentials for a reconsideration of the program in the future.

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