Pedagogical Content Knowledge in science education: potential and perspectives for progress

Kind, V.

Abstract

Pedagogical content knowledge (PCK), since its inception as teacher-specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various researchers, together with methods of elucidating PCK in experienced and novice teachers, is provided. The paper argues that making PCK more explicit in the teacher education process may help novices adjust to teaching, as well as aiding experienced teachers in developing more reflective practices.

Citation

Kind, V. (2009). Pedagogical Content Knowledge in science education: potential and perspectives for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285

• Journal Article Type: Article
• Publication Date: Sep 1, 2009
• Deposit Date: Mar 24, 2010
• Publicly Available Date: Apr 1, 2011
• Journal: Studies in Science Education
• Print ISSN: 0305-7267
• Electronic ISSN: 1940-8412
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 45
• Issue: 2
• Pages: 169-204
• DOI: https://doi.org/10.1080/03057260903142285
• Keywords: Science, Teacher education, Pedagogical content knowledge.
• Public URL: https://durham-repository.worktribe.com/output/1524991
• Publisher URL: http://www.informaworld.com/smpp/content~db=all~content=a914140747