标题：Examining Factors that Influence on Elementary Teachers’ Perceptions in a Graduate Level Interdisciplinary Environmental Education Program: Using ePCK as a Framework
期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：10
页码：1-23
DOI：10.29333/ejmste/92184
出版社：Pamukkale Univ Dept Sci Education
摘要：This study describes the development and implementation of the Elementary School
Teachers’ ePCK (EST:ePCK) questionnaire to measure teachers’ awareness about
generalized PCK in the context of environmental education (EE). We compared
responses of teachers who completed a graduate degree program designed to
improve teachers’ pedagogical content knowledge (PCK) for EE with those who did not
attend the program. This allowed us to consider the potential impact of such a program
on teachers’ ePCK. Additionally, we examined what factors could contribute to
differences in teachers’ awareness about ePCK beyond their participation in a
professional development program. Findings show that teacher education programs
can have a positive influence on teachers’ awareness about their own ePCK. However,
in order to transform teachers’ classroom practices, programs need to offer more
instruction about how to actually implement EE topics using integrative approaches
and in real classroom contexts. Findings also suggest the need for additional research
focused on understanding the kinds of PCK teachers need to be able to integrate
instruction across several content areas and makes clear the need for programs to
make explicit to teachers when program goals seek to develop different kinds of PCK.
关键词：elementary teacher; professional development for teaching environment;
environmental Pedagogical Content Knowledge (ePCK); quantitative analysis; teacher;
education program
