Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model: A Systematic Literature Review

Abstract

Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice.

Improving Secondary School Biology Teachers’ Topic-Specific Pedagogical Content Knowledge: Evidence From Lesson Studies

“…Since its conceptualisation by Shulman (1986), researchers have used PCK to explore teachers' professional knowledge (Park & Chen 2012;Usak & Duran, 2022). PCK describes the teachers' professional knowledge domain used to transform content knowledge in ways that are easy for students to understand (Mientus et al, 2022). In the revised consensus modelį (RCM), PCK occurs as collective, personal, and enacted PCK.…”

“…Researchers have articulated the importance of participating in lesson study including enabling teachers to learn from planning, observation, feedback, and reflection sessions (Coenders & Verhoef, 2019); improving teachers' professional knowledge (Dudley et al, 2019); learning from collaborating with others in team planning, teaching, and discussion in communities of practice (Adler & Alshwaikh, 2019). The stages of the lesson study fit well with the plan-teach-reflect cycle in the centre of the RCM, allowing for the investigation of ePCKp, ePCKt, and ePCKr respectively (Mientus et al, 2022).…”

Teachers’ Considerations for a Digitalised Learning Context of Preschool Science

“…RCM is described as a "meaningful theoretical lens" as it links PCK with teaching practice by describing the cycle of planning-teaching-reflection and pedagogical reasoning as central to PCK (Mientus et al, 2022). Teachers make considerations based on experience and knowledge of different aspects of teaching, for example, how to introduce content to a group of children or how to use digital tools to make the content understandable to the children.…”

Preservice Primary Teachers’ Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms

“…However, Kind ( 2009 ) says that PCK is an elusive concept, because it is viewed in different ways, either as a combination of content and pedagogy (integrative perspectives), or as another type of teacher knowledge that is separate from subject matter knowledge (transformative perspectives). In recent years, the refined consensus model of PCK was developed which shows that in addition to what was known about PCK as assessment knowledge, curricular knowledge, content knowledge, knowledge of the students, and content knowledge, there are three other dimensions: the collective PCK, personal PCK, and the enacted PCK (Rodriguez & Towns, 2019 ; Mientus et al, 2022 ). As Mientus et al ( 2022 ) explain, collective PCK is the knowledge preservice and in-service teachers find in the broader community of practice while they develop the personal PCK over time.…”

“…In recent years, the refined consensus model of PCK was developed which shows that in addition to what was known about PCK as assessment knowledge, curricular knowledge, content knowledge, knowledge of the students, and content knowledge, there are three other dimensions: the collective PCK, personal PCK, and the enacted PCK (Rodriguez & Towns, 2019 ; Mientus et al, 2022 ). As Mientus et al ( 2022 ) explain, collective PCK is the knowledge preservice and in-service teachers find in the broader community of practice while they develop the personal PCK over time. The enacted PCK is the implemented PCK as informed by the collective PCK and the personal PCK.…”