The Project proposal is build on the need to develop competences and knowledge in the educational field
of the INITIAL TEACHER EDUCATION OF SECONDARY SCHOOL TEACHERS OF SCIENCE AND TECHNOLOGY AREAS with specific
reference to the PCK methodology.
The general aim of the project is to weigh on initial teacher education and, secondly, on in service teaching,
of the scientific and technological areas so to make more attractive the perspective of scientific careers on
the so called “hard subjects” for new generations. Specifically, the project will aim at:
creating a working group at European level composed by trainers of prospective teachers,
teachers of science and technology areas, which will develop an educational approach based on
Pedagogical Content Knowledge (PCK) development diffused to institutions dealing with initial
teacher education (secondary school level);
testing on training paths for prospective teachers of the partner institutions the initiation,
by means of a seminar-like methodology, of research groups involving at the same working table
teacher trainers, prospective teachers and in service teachers (target group);
elaborating, publishing and diffusing of the HANDBOOK including pedagogical materials for the
PCK development, published on line;
realising experimentation and exchange paths of the PCK development among prospective teachers
of science and technology areas through mobility actions abroad.
The project will contribute to enhance the idea of International co-operation among education institutions
and mobility of Science and technology prospective teachers, improving initial teacher education for secondary
school and allowing for a better and more motivated teaching/learning in Science and Technology areas.
Improving the quality of teaching these subjects so to make learning more attractive and improving the
dissemination of the project outcomes through the publication of a Comenius seminar.
Gess-Newsome and N.G. Lederman (Eds.). Examining pedagogical knowledge (pp. 3- 17) Dordrecht: Kluwer Academic Publishers (1999).
Sperandeo-Mineo R.M., Fazio C. and Tarantino G.(2006): “Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study”. Research in Science Education. vol. 36, 235-268.
Seymour J. R. and LehrerR. (2006) Tracing the Evolution of Pedagogical Content Knowledge.