Making PCK Explicit—Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom

Nilsson, Pernilla; Vikström, Anna

doi:10.1080/09500693.2015.1106614

Cited by 49 publications

(35 citation statements)

References 31 publications

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“…It is also important to note that a teacher's beliefs are not necessarily a static entity, and although one's beliefs may evolve, the mediation of actions by teachers' beliefs in different educational contexts offers an explanation of apparently contrasting depictions of an individual teachers' PCK. Relative conceptions may be ascertained through the application of tools such as the CoRe (Loughran et al 2006) or the application of a learning study approach (Nilsson and Vikström 2015). Ascertaining true conceptions may be more difficult, and somewhat counterintuitively it may be appropriate to separate the instrument from teachers' everyday practices.…”

Section: Pck Teacher Beliefs and Enacted Practicementioning

confidence: 99%

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Doyle

Seery

Gumaelius

et al. 2018

Int J Technol Des Educ

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Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the past 30 years has yet to result in a universally accepted definition being presented. Much of the contentions surrounding the lack of an agreed upon conception appear to have stemmed from difficulties in understanding the relationship between PCK, other areas of teacher knowledge, teacher beliefs, and enacted practice. This paper considers the application of PCK frameworks to design and technology (D&T) education, through an analysis of the nature of the discipline from an ontological and epistemological perspective and contemporary perspectives on the construct of PCK. It is theorised that the volition afforded to teachers in D&T through weakly framed subject boundaries negates the effective application of PCK frameworks, as teachers' beliefs have a greater impact on enacted practices. In an attempt to better understanding enacted practice in D&T education, the paper proposes a methodological framework centred on the interactions between teachers' beliefs and knowledge in the discipline, through synthesising the concept of amplifiers and filters of practice with the nature of D&T education. The proposed framework outlines the need to recognise individual teachers' conception of capability as a critical influence on enacted practice.

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Section: Pck Teacher Beliefs and Enacted Practicementioning

confidence: 99%

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Doyle

Seery

Gumaelius

et al. 2018

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…Research focusing on PCK as a knowledge base has mostly utilised paper-and-pencil tests (Baumert et al, 2010;Großschedl, Harms, Kleickmann, & Glowinski, 2015;Hill et al, 2005;Jin, Shin, Johnson, Kim, & Anderson, 2015;Jüttner et al, 2013). Research emphasising the relevance of PCK for instructional practice in specific classrooms for specific students to teach a specific topic has typically employed more qualitative approaches (Chan & Yung, 2015;Friedrichsen et al, 2009;Mthethwa-Kunene, Onwu, & de Villiers, 2015;Nilsson & Vikström, 2015;van Driel, Jong, & Verloop, 2002). The fundamentally different approaches to define and investigate PCK still endorse its relevance to construct highquality instruction, but also hinder the process of building a coherent understanding of the construct (Park & Suh, 2015).…”

Section: Structure Of Professional Knowledgementioning

confidence: 99%

Structure and development of pre-service physics teachers’ professional knowledge

Sorge

Kröger

Petersen

et al. 2017

International Journal of Science Education

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Teachers' professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers' professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N = 200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers' content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers. ARTICLE HISTORY

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“…Pedagogy competence includes teacher ability in understanding learning and teaching theories and everything related to learners, whereas professional competence includes teacher ability in understanding subject matter. Therefore, pedagogy competence and professional competence are parallel to PCK ability which is disclosed by Nilsson & Vikström (2015); that is, PCK is the knowledge of integrating the subject matter knowledge and pedagogical knowledge. Based on Government Regulation and expert research results, it can be argued that every teacher needs to have PCK ability to carry out his learning.…”

Section: Introductionmentioning

confidence: 99%

Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

Nurmatin

Purwianingsih

2017

JPII

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This study involving prospective science teachers at SMP aims to portray the ability of Pedagogical Content Knowledge (PCK) of the teachers via resource folios. Resource folios in question are the core and PaP-eRs made by the prospective science teachers when carrying out the "Program Pengalaman Lapangan" (PPL). The subjects were six candidates conducting PPL at a junior high school and were assigned by the class teachers to teach Grade VII. The instrument used as a means of collecting data in this research is the CoRe and PaP-eRs. The instrument has been analyzed using an analytical format. The result of CoRe and PaP-eRs analysis shows that the learning activities are carried out on the whole in accordance with lesson plans that have been rendered previously. However, the instruction plan is focused more on the CoRe content materials to be studied, while the narrative of learning implementation in the PaP-eRs is emphasized more on learning activities. The results show that the PCK ability of prospective teachers still do not show the integration between content capability and pedagogical ability.

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Making PCK Explicit—Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom

Cited by 49 publications

References 31 publications

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Structure and development of pre-service physics teachers’ professional knowledge

Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

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