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dc.contributor.authorLeinonen, Risto
dc.contributor.authorHaaranen, Markku
dc.contributor.authorKesonen, Mikko
dc.contributor.authorKoponen, Mika
dc.contributor.authorHirvonen, Pekka E.
dc.contributor.authorAsikainen, Mervi A.
dc.date.accessioned2020-05-07T11:54:42Z
dc.date.available2020-05-07T11:54:42Z
dc.date.issued2020-04
dc.identifier.citationLeinonen, R. [et al.]. Finnish graduated physics teachers’ views about their teacher education program: the disparity between the needs and delivery. "JOTSE: Journal of Technology and Science Education", Abril 2020, vol. 10, núm. 1, p. 101-116.
dc.identifier.issn2013-6374
dc.identifier.issn2014-5349
dc.identifier.urihttp://hdl.handle.net/2117/186690
dc.description.abstractIn this article, graduated physics teachers’ views about their teacher education program and professional needs are evaluated. With respect to teacher knowledge, Physical Knowledge for Teaching (PKT) framework consisting of six domains related to content knowledge and pedagogical content knowledge was developed based on the framework of Mathematical Knowledge for Teaching. PKT was utilized in the design of a Likert scale instrument that aims to discover teachers’ views concerning these six domains from two separate viewpoints: to what extent the domains were covered in their teacher education program concerning the domains, and how important is that theme for their profession. Results revealed that teachers see that the domains related to common content knowledge and structures of physics have been addressed adequately in their teacher education but characteristics of other domains, such as teaching methods, evaluation, and motivating learners, received less favorable evaluations. With respect to the importance of different domains for teacher profession, teachers valued the importance of every domain of teacher knowledge highly. These findings suggest that the greatest deficiencies in this physics teacher education program lie on addressing pedagogical content knowledge with its various sub-domains. Our PKT framework offers a promising base for evaluating physics teacher knowledge. We suggest that a framework for teacher knowledge should be explicitly introduced for pre-service teachers in their education so that they could evaluate their knowledge and professional needs better
dc.format.extent16 p.
dc.language.isoeng
dc.publisherOmniaScience
dc.rightsAttribution-NonCommercial 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Formació del professorat (formació de formadors)::Formació per a la docència
dc.subject.lcshTeachers -- Training of
dc.subject.lcshPhysics--Study and teaching
dc.subject.otherIn-service teacher education
dc.subject.otherTeacher knowledge
dc.subject.otherPhysics teachers
dc.titleFinnish graduated physics teachers’ views about their teacher education program: the disparity between the needs and delivery
dc.typeArticle
dc.subject.lemacProfessors -- Formació
dc.subject.lemacFísica -- Ensenyament
dc.identifier.doi10.3926/jotse.820
dc.identifier.dlB-2000-2012
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
local.citation.publicationNameJOTSE: Journal of Technology and Science Education
local.citation.volume10
local.citation.number1
local.citation.startingPage101
local.citation.endingPage116


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