Is Topic-Specific PCK Unique to Teachers?

Rollnick, Marissa; Davidowitz, Bette; Potgieter, Marietjie

doi:10.1007/978-3-319-58685-4_6

Cited by 9 publications

(6 citation statements)

References 11 publications

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“…However, this finding contradicts Boakye and Ampiah (2017) in Ghana, who found that beginner teachers have inadequate content knowledge of the subject they teach. This finding further corroborates the assertion by Rollnick et al (2017) that most beginner science teachers struggle transforming the content knowledge they have into a teachable form referred to as PCK. Evaluating this finding with Pitjeng's (2014) topic specific PCK rubric, the researchers in the current study argue that Francois' PCK knowledge about content representation was limited.…”

Section: Knowledge Of the Science Curriculum And Content Representationsupporting

confidence: 86%

“…Most beginner teachers have some relatively good content knowledge (Kaptan & Timurlenk, 2012). However, they struggle to transform the content knowledge they have into a teachable form, referred to as PCK (Rollnick et al, 2017). PCK is the knowledge that teachers develop for practice with experience, which is difficult to measure but can and must be measured to help them improve in a specific discipline (Rollnick & Mavhunga, 2014).…”

Section: / 16mentioning

confidence: 99%

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A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study

Dudu

Poti²,

Sebatana

2022

EURASIA J Math Sci Tech Ed

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Literature shows that science teachers' development and practice of PCK have always been a concern in science education research. Globally, national policies have begun to underscore the instruction of science teachers as a great concern. This study is considered worthwhile, as it intended to address this gap by exploring a beginner teacher's PCK knowledge and articulated PCK-in-practice. One participant was purposefully sampled. An exploratory qualitative case study was conducted, and the beginner natural sciences teacher's PCK of teaching grade 9 electric circuits was explored and analysed through an in-depth enquiry. First, the participant was interviewed, then classroom observations were conducted. The observations were video recorded while the topic in question was being taught. The PCK classroom observations schedule was adopted from Barendsen and Henze (2019). A post-classroom observation interview was conducted. Saldaña's ( 2009) model and Pitjeng's (2014) topic specific PCK rubric were adopted as analytical tools. The findings of this study show that the participant ignored students' contributions and debates because the lessons were teacher centred. The participant highlighted difficulties linking theoretical classroom science concepts with learners' real-life experiences. This study is important, as it shows the interconnections of PCK knowledges and how they play a significant role in a teacher's articulated PCK-in-practice with respect to electric circuits.

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Section: Knowledge Of the Science Curriculum And Content Representationsupporting

confidence: 86%

Section: / 16mentioning

confidence: 99%

A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study

Dudu

Poti²,

Sebatana

2022

EURASIA J Math Sci Tech Ed

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“…Topic Specific Pedagogical Content Knowledge (TSPCK), developed by Mavhunga (2012), is a Pedagogical Content Knowledge (PCK) construct from Shulman's (1987) model. The TSPCK is teachers' knowledge needed to transform the content of a particular topic into teachable form using pedagogical reasoning (Loughran, 2019;Mavhunga, 2012;Rollnick et al, 2017). Although PCK has been widely used in education research to understand teachers' knowledge, it is generic and has not helped enough to identify the observed competency specific to each topic.…”

Section: Topic-specific Pedagogical Content Knowledge (Tspck)mentioning

confidence: 99%

Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market

Ogbonnaya

2024

EUROPEAN J ED RES

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<p style="text-align:justify">Understanding graphs in the dynamics of market (DM) is a challenge to learners; its teaching demands a specific kind of teacher’s knowledge. This study aims to examine the topic-specific pedagogical content knowledge (TSPCK) of experienced economics teachers in teaching graphs in DM to enhance learners’ understanding of the topic. It reports using a qualitative approach underpinned by the TSPCK framework for teaching specific topics developed by Mavhunga. Data were collected through classroom observations and analyzed thematically using a case study of two economics teachers. The study revealed that adopting a step-by-step approach and the use of worked graphical examples promote an understanding of graphs in DM. It also established that active learning is preferable to the predominant chalk-and-talk (lecture) method of teaching graphs in DM. The study proposed a Dynamics of Market Graphical Framework (DMG-Framework) to enable teachers, particularly pre-service teachers in lesson delivery, to enhance learners’ understanding of graphs in DM. The result of this study will broaden the international view in the teaching of graphs in DM.</p>

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“…(1987) identified content knowledge (CK), often referred to as subject matter knowledge, as one of several knowledge bases for teaching. CK is necessary but not independently sufficient for forming PCK, however the exact relationship between CK and PCK remains unclear (Ju ¨ttner et al, 2013;Rollnick et al, 2017). CK of participants thus merits evaluation.…”

Section: Theoretical Framework and Backgroundmentioning

confidence: 99%

Teaching assistants' topic-specific pedagogical content knowledge in ¹H NMR spectroscopy

Shultz

2018

Chem. Educ. Res. Pract.

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Nuclear magnetic resonance (NMR) spectroscopy is an essential analytical tool in chemistry, and the technique is routinely included as a topic across the undergraduate chemistry curriculum. As a result of NMR's importance, classroom instruction of this topic has received considerable attention in chemistry education research. However, little is known about instructors’ knowledge for teaching this topic. In order to better understand this knowledge, we investigated topic-specific pedagogical content knowledge in1H NMR spectroscopy among 20 chemistry teaching assistants at a large Midwestern university in the United States. A questionnaire was developed to provide an inferential measure of content knowledge and topic-specific pedagogical content knowledge in1H NMR spectroscopy for participants with a range of teaching experience. Data from the questionnaire were analyzed qualitatively and quantized using a rubric. The quantitative data were transformed using the Rasch model and statistically analyzed. Results from these analyses indicate that pedagogical content knowledge increased with teaching experience in1H NMR spectroscopy, suggesting that knowledge for teaching this topic is developed through practice. Additionally, the development of pedagogical content knowledge was found to depend upon content knowledge required for specific NMR sub-topics and problems. This finding suggests that the ultimate “grain-size,” or domain-specificity, of pedagogical content knowledge may extend to the problem level. Results from this study have implications for how instructors may cultivate knowledge for teaching NMR spectroscopy, as well as for how pedagogical content knowledge may be more effectively incorporated into instructor training programs.

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Is Topic-Specific PCK Unique to Teachers?

Cited by 9 publications

References 11 publications

A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study

A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study

Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market

Teaching assistants' topic-specific pedagogical content knowledge in ¹H NMR spectroscopy

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Is Topic-Specific PCK Unique to Teachers?

Cited by 9 publications

References 11 publications

A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study

A South African beginner natural sciences teacher’s articulated PCK-in-practice with respect to electric circuits: A case study

Teachers’ Topic-Specific Pedagogical Content Knowledge: A Driver in Understanding Graphs in Dynamics of Market

Teaching assistants' topic-specific pedagogical content knowledge in 1H NMR spectroscopy

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Teaching assistants' topic-specific pedagogical content knowledge in ¹H NMR spectroscopy