Examinando por Autor "Vergara, Claudia"

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    Developing an Instrument to Assess Pedagogical Content Knowledge for Evolution
    (Springer Nature, 2022-02-18) Becerra, Beatriz; Núñez, Paola; Vergara, Claudia; Santibáñez, David; Krüger, Dirk; Cofré, Hernán
    Despite the importance of evolution to understand biology, there is signifcant evidence that many biology teachers have difculties to successfully teach this topic. The purpose of this study is to describe procedures by which a paper-and-pencil instrument to assess teachers’ pedagogical content knowledge for evolution (PCKevo) was developed and validated. The instrument was created to measure the components proposed in the model of Magnusson et al. (1999), except for the orientations. The creation of the questionnaire was carried out through eleven steps: (1) conceptualization, (2–4) creation of items and rubric reviewed by experts (focus on content and construct validity), (5–7) piloting a 32-item questionnaire to 10 biology teachers (focus on face and construct validity and reliability), (8–10) piloting a 16-item questionnaire to 61 biology teachers (focus on discriminant and construct validity and reliability), (11) application of a diferent instrument (CoRe interview) to four teachers (focus on criterion validity). The fnal version of the questionnaire (which includes three PCK components) showed in a Rasch analysis for the reliability of the items (α=0.90) and persons (α=0.81) adequate values. When applying the fnal version of the questionnaire, there is also evidence of discriminant validity (diferences between two groups of teachers with or without professional development in evolution education). The contributions of the PCKevo instrument for research topics and evolution teaching are discussed.
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    Ítem
    Preservice science teacher education around the globe. Trends, challenges, and future directions
    (Routledge, 2022-04-27) Cofré, Hernán; Vergara, Claudia; Santibáñez, David; Pavez, José Manuel
    This chapter describes and analyzes four of the most relevant aspects of preservice science teacher education (PSTE) around the world: routes and training systems; curricula; characteristics of practicums; and the relevance of research. According to analysis of more than 25 countries, we conclude that in Europe, programs move towards higher qualifications for teachers at a master’s degree level; while in Asian and American countries, shorter, more pragmatic, and pedagogy-based programs are the most common. In most countries, there still exists room for an increase in learning experiences focused on the development of pedagogical content knowledge, such as science methods courses and practicums.