A Case Study of Specialized Science Courses in Teacher Education and Their Impact on Classroom Teaching

Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy CK. However, few studies explore the longer-term impact on classroom We carried out exploratory case study three PSTs from a Norwegian teacher education program that included SSCs. In context their field practicum, we compared PSTs’ teaching topics taught (aligned lessons) not (unaligned lessons). Data collection consisted observations one aligned unaligned lesson as well stimulated recall interviews based video recordings. our analyses, use instructional strategies lessons how informed these decisions. found supported using more topic-specific when lessons. lessons, was better by students’ understandings science. also examined perceptions they drew upon They reported had major CK, PCK Through this study, provide unique insights into draw include implications further research design