멘토링을 통한 예비화학교사들의 Pedagogical Content Knowledge 변화 = The Change in Pre-service Chemistry Teachers` Pedagogical Content Knowledge through Mentoring

다국어 초록 (Multilingual Abstract)

The purposes of this study were to analyze the PCK of pre-service chemistry teachers and to know the changes of in PCK before and after the educational practice. For this study, four pre-service teachers majoring in chemistry education were selected as proteges and one professor of chemistry education department participated as a mentor. For the analysis of pre-service teachers` PCK, proteges` instructions, mentoring process, and semi-constructed interviews were collected. According to the results, most of the elements of the PCK were lack of proteges` instructions before the mentoring, because they didn`t know the necessary practical knowledge for instructions. They also didn`t know how they could apply their knowledge to the instructions. However, most of the pre-service teachers developed their PCK through the mentoring. This study shows that pre-service teacher`s PCK could develop effectively by well-formed programs of mentoring before and after the educational practice in college education for pre-service teachers.

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