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

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

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Authors

K.K.H. Chan



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.

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

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