Investigating prospective primary teachers' pedagogical content knowledge of 'effect of human on environment' subject in process of teaching practice

Primary education forming a sound basis of educational system has a significant effect on future success of individuals. This situation redoubles responsibilities of primary teachers who will train next generation. Therefore, the fact that the prospective primary teachers have had a well-qualified pre-service teacher education is critically crucial. For this reason, the principal aim of this study is to determine the extent to which prospective primary teachers? pedagogical content knowledge is on ?effect of human on environment? subject in grade 5 science and technology curriculum before and after the teaching practice. Within case study research methodology, the sample of the study consisted of 49 senior prospective primary teachers who attended ?Teaching Practice-II? course in spring semester of 2009-2010 schooling year in the programme of primary teacher education in Rize University. To collect data concept maps, lesson plans, observations and semi-structured interviews were used. While the data obtained from concept maps, lesson plans and observations were analyzed by means of rubrics developed; those from semi-structured interviews were exposed to content analysis. It was found that the prospective primary teachers did not have sufficient idea of sub-components of pedagogical content knowledge, especially subject matter knowledge, curriculum knowledge and knowledge of students? learning difficulties. Nevertheless, it was determined that the prospective primary teachers had adequate idea of pedagogical knowledge in context of pedagogical content knowledge. However, it was drawn out that although they had sufficient theoretical knowledge about instructional methods, techniques, strategies, measurement and assessment; they encountered some problems in applying them into practice. In the light of the results, it is suggested that the prospective primary teachers should be given more opportunities for practicing alternative measurement and assessment methods. Further, it is recommended that the prospective primary teachers ought to have more chance to transfer their pedagogical content knowledge to related subject matter one using their own lesson plans.