Perspectives from research on pedagogical content knowledge: consequences for changes in science teacher education?

Kind, V.

Abstract

Pedagogical content knowledge (PCK) is a well-known and widely interpreted construct that informs teacher education and development. The concept is introduced and used with a review of extant research to answer: 1) What model of PCK best represents science teaching?; 2) How should chemistry teachers be trained?; and 3) Are chemistry teachers born, or can they be made? Answers indicate that novice teachers tend to transform subject matter knowledge, whereas experienced teachers integrate knowledge bases when teaching. Teacher education systems adopt an integrative stance, which is out of step with novices' needs. Currently, emotional attributes are not considered in teacher development, but could play a stronger role, ensuring novices receive appropriate support. Some chemistry teachers are 'born', but most are made through training. Converting experienced science teachers to teach chemistry requires lengthy re-training, inlcuding subject matter knowledge development and support. The paper reviews literature in showing the value of PCK to help address current issues in science teacher education.

Citation

Kind, V. (2010). Perspectives from research on pedagogical content knowledge: consequences for changes in science teacher education?. In I. Eilks, & B. Ralle (Eds.),

• Conference Name: 20th Symposium on Chemistry and Science Education.
• Conference Location: University of Bremen
• Publication Date: 2010
• Deposit Date: Sep 8, 2010
• Public URL: https://durham-repository.worktribe.com/output/1159472