Preservice Physics Teacher’s Pathway of Pedagogical Content Knowledge Development in a Physics Methods Course: A Case Study

Abstract

     A study was conducted to explore the third-year preservice physics teachers’ development of pedagogical content knowledge (PCK) in the physics methods course offered in the second semester of the 2004 academic year at one Rajabhat University in Bangkok. A case study of Julie’s development of PCK was presented in this article. A multi-method evaluation was employed to collect data: pre- and post-lesson plans of force and motion; semistructured group interviews about written cases; observation of, and semistructured interview after, micro-teaching; and collection of related documents. The data was analyzed using a constant comparative method. The results revealed that Julie developed more understanding of each component of PCK in various degrees depending on her prior knowledge and experience. She also became aware of the importance of integrating components of PCK for effective teaching. The periods of PCK modeling of force and motion and micro-teaching were regarded as the important parts of a methods course which aimed for PCK development.