Reflective Coaching for the Development of Pedagogical Content Knowledge of Biology Teachers in Thailand

Authors

  • Nunnapat Thiliworrakan Chiang Mai University
  • Ladapa Ladachart

DOI:

https://doi.org/10.14456/abacodijournal.2021.22
CITATION
DOI: 10.14456/abacodijournal.2021.22
Published: 2022-04-04

Keywords:

Professional development, Pedagogical content knowledge, Reflective coaching

Abstract

This research aims to determine  the effects of reflective coaching on developing pedagogical content knowledge (PCK) of biology teachers regarding cell biology.  The research used  qualitative research conducted with four participants   to gain deeper insights into the topic rather than the broad consensus. The instruments used in the research consisted of teaching observation records, reflective coaching record forms, and Pedagogical Content Knowledge (PCK)  tests. In addition, PCK questionnaires and interviews were subjected to  content analysis with analytic induction were used to for  data triangulation. The research results have commonly patterned that the level of PCK changed after reflective coaching but did not change every element of PCK. The participants still had limited knowledge of teaching methods in cell biology content. Differences were observed in each element of PCK, including information helping to support that science teacher professional development that should focus on promoting PCK. In summary, the participants could develop PCK in cell biology content with different reflection algorithms and methods as the experience and prior knowledge of individual case studies are different. The need for self-development in each element of PCK also differs. This may require various methods, such as self-reflection of the problem, self-assessment, and learning notes. Knowledge from this study can be applied in solving problems of individual teachers and benefit the teaching profession’s development .

References

Allen, M. (2014). Misconceptions in Primary Science. Maidenhead: Open University.

Beach, D. M. & Reinhartz, J. (2000). Supervision leadership: focus on instruction. Allyn and Bacon.

Brockbank, A., & McGill, I. (2007). Facilitating reflective learning in higher education. McGraw-Hill Education.

Chartisathian C. (2014). Cognitive Coaching and Teacher Development. STOU Education Journal, 28(7), 28-35. [in Thai]

Denton, C. A. & Hasbrouck, J. (2009). A description of instructional coaching and its Relationship to consultation. Journal of Educational and Psychological Consultation, 19(2), 150-175.

Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory Into Practice, 56(1), 3-12.

Galili, I., Bendall, S., and Goldberg, F. (1993). The effects of prior knowledge and instruction on understanding image formation. Journal of Research in Science Teaching 30(3): 271–301.

Gess-Newsome, J. and Lederman, N. (2002). Examining Pedagogical Content Knowledge. SE - 1 (Vol. 6, pp. 3–17). Springer Netherlands.

Grossman, P. L. (1990). The making of a teacher: teacher knowledge and teacher education. Teacher College Press.

Hart, E. W. (2011). Seven keys to successful mentoring (Vol. 165). John Wiley & Sons.

Huston, T., & Weaver, C. L. (2008). Peer coaching: Professional development for experienced faculty. Innovative Higher Education, 33(1), 5-20.

Institute for the Promotion of Teaching Science and Technology (2012). Professional science teacher, s guide to Teaching and teaching are effective. Inter Education Supplies Co., Ltd.

Johns, C. (2000). Becoming a reflective practitioner a reflective and holistic approach to clinical nursing, practice development and clinical supervision.

Kovacs, L., & Corrie, S. (2017). Building reflective capability to enhance coaching practice. Coaching Psychologist, 13(1), 4-12.

Kuklick, C. R., Gearity, B. T., & Thompson, M. (2015). Reflective practice in a university-based coach education program. International Sport Coaching Journal, 2(3), 248-260.

Ladachart L. (2018). Teaching science that is science History of Philosophy And Education. Chulalongkorn University.

Ladachart L., & Ladachart, L. (2017). Coaching for teacher professional development. Journal of Education Prince of Songkla University (Pattani Campus), 28(3), 1-12. [in Thai]

Lloyd, C. M., & Modlin, E. L. (2012). Coaching as a key component in teachers’ professional development: improving classroom practices in Head Start settings. OPRE Report 2012, 4.

Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Gess-Newsome, J.; Lederman, N. G. (Org.), Examining pedagogical content knowledge: the construct and its implications for science education . Kluwer Academic Publishers, 95-132.

Nuangchalerm P. (2015). Learning Science in the 21st Century. Chulalongkorn University.

Office of Research and Educational Development. (2016). Directions and research problems of Thai education to achieve the goals. the sustainable development of the world. 21st Century Co., Ltd.

Office of the National Education Commission (2003). National Education Act (edition edit) 2002. Office of the National Education Commission, Prime Minister's Office minister.

Passmore, J. (2011). Supervision in coaching: Supervision, ethics and continuous professional development. Kogan Page Publishers.

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective

thinking. Teachers college record, 104(4), 842-866.

Schön, D. (1983). The reflective practitioner: how professionals think in action.

Temple Smith.

Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational

Researcher, 15(4), 4-14.

UNAIDS. (2010). An introduction to triangulation. the UNAIDS Monitoring and Evaluation Fundamentals. (online). Available www.unaids.org. (12 May 2020).

Veal, W. R., & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education, 3(4).

Wong, K., & Nicotera, A. (2003). Enhancing Teacher Quality: Peer Coaching as a Professional Development Strategy. A Preliminary Synthesis of the Literature.

Zhang, S., Liu, Q., & Wang, Q. (2017). A study of peer coaching in teachers’ online professional learning communities. Universal Access in the Information Society, 16(2), 337-347.

Downloads

Published

2022-04-04

How to Cite

Thiliworrakan, N., & Ladachart, L. . (2022). Reflective Coaching for the Development of Pedagogical Content Knowledge of Biology Teachers in Thailand. ABAC ODI JOURNAL Vision. Action. Outcome, 9(1), 116-129. https://doi.org/10.14456/abacodijournal.2021.22