Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge

Kind, V.; Chan, K.K.H.

Abstract

This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies.

Citation

Kind, V., & Chan, K. (2019). Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education, 41(7), 964-978. https://doi.org/10.1080/09500693.2019.1584931

• Journal Article Type: Article
• Acceptance Date: Sep 13, 2018
• Online Publication Date: Mar 18, 2019
• Publication Date: 2019
• Deposit Date: Feb 1, 2019
• Publicly Available Date: Sep 18, 2020
• Journal: International Journal of Science Education
• Print ISSN: 0950-0693
• Electronic ISSN: 1464-5289
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 41
• Issue: 7
• Pages: 964-978
• DOI: https://doi.org/10.1080/09500693.2019.1584931
• Public URL: https://durham-repository.worktribe.com/output/1338355