National Board Certification (NBC) as a catalyst for teachers' learning about teaching: The effects of the NBC process on candidate teachers' PCK development

Soonhye Park · J. Steve Oliver

129 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies

Abstract

Abstract This study examined how the National Board Certification (NBC) process, especially the portfolio creation, influenced candidate teachers' pedagogical content knowledge (PCK). In a larger sense, this study aimed to construct a better understanding of how teachers develop PCK and to establish ecological validity of the National Board assessments. Qualitative research methods, most notably case study, were utilized. Participants were three high school science teachers who were going thorough the NBC process. Data sources included classroom observations, interviews, teachers' reflections, and researcher's field notes. Data were analyzed using the constant comparative method and enumerative approach. Findings indicated that the NBC process affected five aspects of the candidate teachers' instructional practices that were closely related to PCK development: (a) reflection on teaching practices, (b) implementation of new and/or innovative teaching strategies, (c) inquiry‐oriented instruction, (d) assessments of students' learning, and (e) understanding of students. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 812–834, 2008

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References

1986Those Who Understand: Knowledge Growth in Teaching 1987Knowledge and Teaching:Foundations of the New Reform 2006Interviewing as qualitative research a guide for researchers in education and the social sciences 1999Handbook of qualitative research 1995National Science Education Standards 1997Interpreting Qualitative Data Methods for Analysing Talk, Text and Interaction 1979The Research Act: A Theoretical Introduction to Sociological Methods 1997Handbook of educational psychology

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2018Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge 2015Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies 2013The nature of integration among PCK components: A case study of two experienced chemistry teachers 2010Teacher use of evidence to customize inquiry science instruction 2015On-Site Pedagogical Content Knowledge Development 2011

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