A Thai physics teacher's conceptual difficulties while teaching unfamiliar content

Abstract

This paper reports on a case study that investigated conceptual difficulties experienced by one physics teacher teaching unfamiliar content in a Thai high school and the consequent effects on her pedagogy. Naturalistic inquiry data collection methods including classroom observation, teacher interview, and examination of instructional materials were employed. Using a sociolinguistic perspective along with a communicative approach, critical incidents related to the case teacherûs limitations in conceptual knowledge were identified and analyzed. The studyûs results included the case teacherûs impetus view of force and some partial understandings of physics concepts as causes of her difficulties in discerning key ideas of taught content, inability to recognize student learning problems, inappropriate guidance of student learning, and inability to sustain classroom discussion. This study therefore argues for ongoing science teacher pedagogical and content knowledge appraisal in the context of teacher professional development.