npsm 새물리 New Physics : Sae Mulli

pISSN 0374-4914 eISSN 2289-0041


Research Paper

New Phys.: Sae Mulli 2021; 71: 683-701

Published online August 31, 2021

Copyright © New Physics: Sae Mulli.

Self-study on the Practice of a Teacher Educator Focusing on the Personal Epistemology of a Preservice Physics Teacher

Jaehyeok CHOI1, Kwanghee JO2, Yong Jae JOUNG3, Heekyong KIM4*

1Department of Physics Education, Chonnam National University, Gwangju 61186, Korea

2Department of Physics Education, Chosun University, Gwangju 61452, Korea
3Department of Science Education, Gongju National University of Education, Gongju 32553, Korea
4Division of Science Education, Kangwon National University, Chuncheon 24341, Korea


Received: May 6, 2021; Revised: June 4, 2021; Accepted: July 20, 2021


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

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