A CRITICAL EVALUATION OF A TEACHER PROFESSIONAL DEVELOPMENT MODEL–A CASE STUDY OF A PHYSICS PRE-SERVICE TEACHER
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26 November 2022
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Teaching and learning physics is a challenging endeavour, especially for trainee teachers embark on the Post Graduate Certificate in Education (PGCE) programme at the local pedagogical training institute. Trainee teachers are required to reflect on and review their existing physics content knowledge during the process of acquisition of pedagogical content knowledge. As a result of the firmly held teaching belief and misconceptions about certain physics concepts, the physics content knowledge of the trainees are problematic. This paper makes an attempt, through the case study of a pre-service physics trainee, to evaluate a teacher professional development (TPD) model whilst critically examining the learning and teaching journeys of that trainee. The data constitute illustrative insights on some physics concepts from her continuous assessments and final examination. The TPD model shows potential in improving content and pedagogical content knowledge of the trainee which nevertheless need to be nurtured for effective teaching and learning.
