Pedagogical content knowledge in science education: perspectives and potential for progress
Year: 2009
Type: article
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.
Source: Studies in Science Education
Author: Vanessa Kind
Institution: Durham University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1981640382