SELF-ASSESSMENTS OF PROSPECTIVE SCIENCE TEACHERS WITHIN THE SCOPE OF CERTAIN PCK COMPONENTS AND COMPARISON WITH FACULTY INSTRUCTOR’S ASSESSMENTS

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This study aimed to examine prospective science teachers’ self- assessments within the scope of the three PCK components, i.e. knowledge of instructional strategies, knowledge of learner and knowledge of assessment, while they were taking thecourse ‘teaching experience’ in the final term of teacher training program, and to compare these self-assessments with theassessments of faculty instructor. The participants of the study were six prospective science teachers (PSTs) and a facultyinstructor assigned by the faculty of education. This study employed a case study method using self-evaluation forms andjournals of PSTs and observation forms and interviews held with the faculty instructor as data collection instruments.Findings showed that PSTs consider themselves more sufficient in their self assessment knowledge than the otherconstituents. Assessments of the faculty instructor indicated that, although knowledge of instructional strategies of PSTs ismore satisfactory, they still need development in all kinds of knowledge. Since PSTs acquisition of knowledge aboutstudents led to questioning the effectiveness and adequacy of their teaching methods, it can be concluded that thedevelopment in one component of PCK of PSTs affected other components, too. Although differences and similaritiesbetween data from self-evaluation forms and journals of PSTs and assessments of instructor pointed out Dunning - Krugereffect, a holistic analysis of data indicated that self-evaluations of most PSTs were realistic and instructive and the majorityof PSTs were aware of their competencies.

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Prospective science teacher , self , assessment , pedagogical content knowledge , faculty member

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi