Resumo

KHOZA, Hlologelo Climant. Supporting pre-service life sciences teachers' development of pedagogical content knowledge using pre-recorded teaching videos. Journal of Education [online]. 2025, n.99, pp.189-211. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i99a10.

Positioning it within the Pedagogical Content Knowledge (PCK) construct, in this article I present a study based on developing pre-service Life Sciences teachers' PCK using pre-recorded videos. The pre-service teachers had to plan a first lesson on any sub-topic of population ecology. They were then given access to the teaching videos and had to produce individual reflections on them and then discuss them in groups. This was followed by whole-class discussions. The pre-service teachers planned a second lesson on the same topic. Data from the narratives, and from the group and whole-class discussions was analysed through narrative analysis and the analysis of narratives. Teaching videos and lesson plans were scored using adapted PCK rubrics. Findings indicate that the pre-service teachers' PCK scores related to the PCK components had improved by the time they had to plan the second lesson. Their knowledge of conceptual teaching strategies seems to have improved as a result of the whole-class discussions. I discuss these findings and offer recommendations regarding the use of pre-recorded videos to support the development of pre-service teachers' PCK.

Palavras-chave : pre-recorded teaching videos; pedagogical content knowledge; pre-service life sciences teachers; lesson planning.

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