In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice

This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises t...

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Bibliographic Details
Published in:Journal of research in science teaching Vol. 41; no. 4; pp. 370 - 391
Main Authors: Loughran, John, Mulhall, Pamela, Berry, Amanda
Format: Journal Article
Language:English
Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.04.2004
John Wiley & Sons, Inc
Wiley
Subjects:
Curriculum subjects: programmes and methods
Documentation
Educational sciences
Evaluation methods
Exact and natural sciences
Knowledge base for teaching
Longitudinal Studies
Pedagogical Content Knowledge
Professional development
Research Methodology
Science Instruction
Science Teachers
Science teaching
Secondary education
Secondary school teachers
Teacher competencies
Teacher evaluation
Teaching Methods
Teaching process
Science
Teaching method
Chemistry
Secondary School Teacher
Theory
Knowledge
ISSN:0022-4308, 1098-2736
Online Access:Get full text
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Summary:This study examines the development of ways of documenting and portraying science teachers' pedagogical content knowledge (PCK). As a result of a longitudinal study into science teachers' pedagogical content knowledge, a method is developed for capturing and portraying PCK that comprises two important elements. The first is linked to the particular science content, termed Content Representation (CoRe), and the second is linked to teaching practice, termed Professional and Pedagogical experience Repertoire (PaP-eR). Through this approach new understandings of PCK emerge that are of interest in terms of both academic (knowledge building about PCK) and teaching perspectives. This study includes a full CoRe and one PaP-eR and fully demonstrates how these two elements interact to begin to portray science teachers' pedagogical content knowledge. [Author abstract]
Bibliography:ark:/67375/WNG-VVP2ZVM3-9
istex:DBCABA78D094CE8BBD431C1EEAF3B7E11334A121
ArticleID:TEA20007
Australian Research Council
Refereed article. Includes bibliographical references.
Journal of Research in Science Teaching; v.41 n.4 p.370-391; April 2004
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.20007