Ex) Article Title, Author, Keywords
New Phys.: Sae Mulli 2021; 71: 683-701
Published online August 31, 2021 https://doi.org/10.3938/NPSM.71.683
Copyright © New Physics: Sae Mulli.
Jaehyeok CHOI1, Kwanghee JO2, Yong Jae JOUNG3, Heekyong KIM4*
1Department of Physics Education, Chonnam National University, Gwangju 61186, Korea
The purpose of this study is to understand a physics teacher educator’s practice for understanding preservice physics teachers’ personal epistemology in an undergraduate course. In this self-study, I, as a teacher educator, discussed my teaching practice for 14 senior students in a department of physics education. In the view of personal epistemology, we discussed the meaning of data from preservice teachers such as the answers on questionnaires, their journals, videos of their lesson demonstrations, and my reflective journals with three critical colleagues. As a teacher educator, 'I' expected them to change their orientations for good teaching to a student-centered lesson and to understand the implication of theoretical knowledge for being professional teachers. I found that they had difficulty in bridging theoretical knowledge and their practice; however, their personal epistemology about teaching was affected not only by my feedback but also by that of their peers. I found that the learner's individual epistemology needed to be clarified and that the process of discussion needed to be emphasized more.
Keywords: Self-study, Teacher educator, Preservice teacher, Personal epistemology