Using collaborative technology to enhance pre-service teachers’ pedagogical content knowledge in Science

Abstract

Background:

Supporting pre-service teacher (PT) collaboration as a means of professional learning is a challenging but essential task for effective practice. However, teacher placements or practicums in schools, which is common practice within teacher education programmes, can often isolate PTs from sharing their experiences with each other. Further, the articulation of effective pedagogical practices by high-quality teachers is limited, restricting PTs’ ability to access such professional knowledge.

Purpose:

This study investigates how the introduction of a collaborative technology, a wiki, may enhance existing and new opportunities for pre-service teachers’ (PTs) to develop pedagogical content knowledge (PCK).

Sample:

Seven PT chemistry teachers of varied backgrounds participated in this study.

Design and method:

The PTs were learning to collaboratively formulate and document their early topic-specific teaching knowledge using a pedagogical tool known as Content Representation (CoRe) design. Once scaffolded into this process, the PTs continued and extended this collaborative work online through the introduction of a wiki. Data were collected for qualitative analysis through the CoRe artefacts, a semi-structured focus group interview, and PTs’ reflective essays about their collaborative experiences representing their teaching knowledge in CoRes through the wiki.

Results:

Data analysis highlighted that while wiki use showed some potential for collaborative representation when participants were not face-to-face, the PTs were hesitant in critiquing each other’s work. As such, the online representations remained relatively static without face-to-face interaction. However, developing artefacts online was favoured over established practice and the access to artefacts of their peers on the wiki enhanced PTs’ consideration for their own PCK.

Conclusion:

Wikis show some potential in the hosting of CoRes, but issues in simultaneous posting and lack of chat functionality may hinder PTs’ ability to easily critique each others’ work. However, the PTs in this study also demonstrated a broader unwillingness to critique each other’s CoRes that teacher educators need to challenge. The use of technology to support PTs’ CoRes and critiquing warrants further research.

Keywords:

• pedagogical content knowledge
• wikis
• pre-service teachers

Acknowledgement

The authors would like to thank the pre-service teachers for kindly agreeing to participate in this research. This work was partly supported by the European Union-Oceanic Social Sciences Interregional Consortium (EUOSSIC).