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Action Research Using Cogenerative Dialogue to Improve PCK in a Beginning Teachers Elementary Science Classroom

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Authors
박창미
Advisor
김찬종
Major
사범대학 과학교육과(지구과학전공)
Issue Date
2014-02
Publisher
서울대학교 대학원
Keywords
Beginning teacherPedagogical Content KnowledgeCogenerative dialogueAction researchAuthenticity criteriaScience teacher education
Description
학위논문 (석사)-- 서울대학교 대학원 : 과학교육과(지구과학전공), 2014. 2. 김찬종.
Abstract
Currently, there is limited research about beginning elementary science teachers in Korea and the methods they can use to develop their Pedagogical Content Knowledge (PCK) to improve their science teaching. In this thesis, I use PCK as a theoretical framework for analyzing my teaching practices as a beginning teacher to make clear the need beginning teachers have for continuing their professional development once they are in the classroom. I examine how my initial PCK shaped my ability to be effective as a beginning science teacher in a Korean elementary classroom and I trace how my engagement in an action research project with my students expanded my PCK, which also helped to improve my science teaching practices. Thus, the focus of this research is on examining how new teachers can transform their teaching by expanding their PCK through teacher-directed classroom research.
Conducted within the methodological framework of action research, this study examines the ways in which beginning teachers can engage students in collaborative research efforts with their students to overcome the isolation beginning teachers experience and to work individually and collectively to resolve problems in classroom teaching and learning. Specifically, this study introduces a qualitative research method called cogenerative dialogue (coupling video analysis and structured discourse between teachers and students) to develop targeted domains of teacher PCK, including knowledge of students as learners, knowledge of how to manage the classroom (especially during inquiry science activities), and how to effectively implement inquiry instructional strategies in the elementary classroom.
Using Guba and Lincolns (1989) authenticity criteria as a framework, I trace my changing PCK through four stages of the cogenerative dialogue process. During cogenerative dialogues, teachers and students engage in conversations in order to critically examine and reflect on shared events and activities (Tobin & Roth, 2006) from the classroom. Participants included all 25 students in an elementary classroom, a university researcher (Dr. Martin and Ms. Park) and me as a teacher-researcher. The research was conducted during a four-month period and data was collected in both the classroom and the laboratory during second semester in 2012. Student research notebooks, teacher field notes, video captured from science lessons and cogenerative dialogues, and interviews with students were collected as data.
Findings from this research suggest that by involving students in cogenerative dialogues, beginning teachers are provided with valuable insights into how elementary students think about school, science, and teaching and learning – which can help expand a beginning teachers PCK. In addition, when students are given chances to contribute to the improvement in their own classroom, they can do so by engaging in problem solving activities and by cogenerating suggestions for improving teacher instructional strategies and patterns of student engagement. These findings suggest that teacher education programs could better support beginning teachers by placing greater emphasis on how to conduct action research, including how to implement cogenerative dialogues, in an effort to support beginning teachers to be successful in the classroom.
Language
English
URI
https://hdl.handle.net/10371/128143
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College of Education (사범대학)Dept. of Science Education (과학교육과)Earth Science (지구과학전공)Theses (Master's Degree_지구과학전공)
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