Examining factors that influence on elementary teachers' perceptions in a graduate level interdisciplinary environmental education program: using ePCK as a framework

Young Joo Lee, Hye-Eun Chu, Sonya N. Martin

Research output: Contribution to journalArticleResearchpeer-review

Abstract

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.
LanguageEnglish
Article numberem1574
Pages1-23
Number of pages23
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume14
Issue number10
Early online date2018
DOIs
Publication statusPublished - 2018

Fingerprint

environmental education
Education
graduate
teacher
Teacher Knowledge
Teacher Education
Professional Development
Framework
Influence
instruction
classroom
elementary school teacher
Questionnaire
Integrate
Transform
participation
questionnaire

Bibliographical note

Copyright the Author(s) 2018. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • elementary teacher
  • professional development for teaching environment
  • environmental Pedagogical Content Knowledge
  • quantitative analysis
  • teacher education program

Cite this

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